CHAPTER 26

Designing and Delivering Virtual Training

Cynthia Clay and Cindy Huggett

Virtual classrooms have been around for more than two decades and have been increasing in popularity every year. According to the annual ATD State of the Industry report, virtual training made up approximately 7 percent of all formal training in 2010, rising to 19 percent in 2019. And in 2020, when the global pandemic forced organizations to operate remotely, virtual training jumped to 35 percent (ATD 2018, 2021).

Trainers around the world needed to quickly adapt to virtual training whether they were ready for it or not. Traditional, in-person classes were rapidly converted to the virtual environment. And while some learning experiences will likely return to the traditional classroom, virtual training is here to stay.

Because there are many definitions of virtual training, we want to be clear about our meaning. For the purposes of this chapter, virtual training is:

In other words, virtual training is a live, online, and facilitated learning experience. It’s more than a presentation or a recorded webcast. It expects dialogue among participants, engagement using platform tools, and performance feedback from a skilled trainer. It’s a program that leads to on-the-job results.

The most common length of a virtual class is 60 to 90 minutes, and more often than not, the class is part of a series (Huggett 2020). Participants might attend part 1 on a Tuesday, part 2 on a Wednesday, and part 3 on a Thursday, while completing asynchronous, self-directed assignments between each session.

To be successful, virtual training requires an interactive design and an engaging facilitator. Design and delivery go together as inseparable components of effective virtual training. You can’t—and shouldn’t—have one without the other.

Designing for Interaction

Effective virtual classes engage participants, create a comfortable space for learning, and provide opportunities to apply new skills. They do this through well-thought-out, intentionally planned designs. That means it’s more than just clicking through slides while someone talks. It takes intentional design decisions to create a high-quality virtual learning experience.

Whether you are converting a traditional class to the virtual environment, or starting from scratch with a new program, here are five tips to design an interactive virtual class:

•  Set expectations.

•  Start strong.

•  Structure for variety and engagement.

•  Seek social interaction.

•  Strengthen slide design.

Design Tip 1. Set Expectations

Because there are several different types of online events—with meetings and presentations being the most common—participants may be surprised if they’re asked to actively engage in their online class. So, it’s important to set expectations well before an online workshop begins. An interactive virtual class should be engaging from the moment participants register for it.

This means designers should carefully craft the program description to emphasize interaction. They should also write course communications—such as custom registration and reminder messages—that clearly establish these expectations. Designers could even draft a scripted email that the trainer of the virtual session could send that begins to build rapport and relationships before the class start time.

This is important because the more participants get involved in the learning experience, the more likely the training outcomes will be reached. In other words, if participants will need to collaborate on a case study and practice new skills with a partner, then they need to come prepared to actively contribute. Don’t leave this to chance. Let them know at every opportunity that it will be an active workshop instead of a passive presentation.

Design Tip 2. Start Strong

At the start of your virtual training class, get everyone involved by beginning with an interactive exercise. Instead of starting with a slew of administrative slides or string of facilitator announcements, start with a spotlight on the participants. Get everyone interacting with the tools and with one another within the first three minutes, or you will be less likely to have an engaged audience.

For example, have a call to action activity when participants first log in to an event. This can be an icebreaker question, or a content-related question that sparks interest and discussion.

Then, at the official start time, plan an opening activity that engages the entire audience. It could be asking everyone to introduce themselves via chat, or it could be asking everyone to respond to a poll question about their experience with the topic. The point is to get everyone typing, clicking, or talking within the first few minutes.

Design Tip 3. Structure for Variety and Engagement

Once you begin your virtual class with engagement, it’s important to continue with it. Fortunately, virtual classroom platforms provide an abundance of ways to involve a remote audience. By using these tools creatively, you can involve participants in the content, which leads to deeper learning. And deeper learning leads to better learning outcomes.

For example, use:

•  Polls for conversation starters

•  Chat for group conversations

•  Webcams for deeper dialogue

•  Whiteboards for team collaboration

•  Breakouts for practice and feedback

Keep in mind that it’s not about using the platform tools just to use them. The tools should be used to further the learning outcomes. For example, if participants have to learn a new job-related technique, then they could respond to a poll about their experience with that technique, see a short demonstration via video, brainstorm application ideas with their peers on a whiteboard, and then go into breakout rooms to practice the new technique in small groups.

It’s also important to maintain interest by not using the same activity over and over again. Participants will get bored quickly if the only activity is “type your response in chat.” Designers should get creative with the available tool set in ways that keep the content fresh and exciting. For example, creating a competition to see who gets the most poll questions correct, or asking participants to write a response on paper and then hold it up on camera for all to see, or coming up with some other unique way to use the platform tools.

You can download a sample virtual class outline on the handbook’s website at ATDHand book3.org.

Design Tip 4. Seek Social Engagement

Remember that we’re talking about synchronous virtual training, which means that participants are joining at the same time to learn. If you’re going to bring them all together, then make the most of that opportunity.

The very nature of virtual training means that participants are remote and isolated from one another. But as we’ve already established, engaged participants are more likely to learn and apply the new knowledge. Therefore, design virtual training classes that allow for, and even emphasize, participant-to-participant interaction.

There’s another benefit to social engagement: Participants learn from one another through shared experiences and robust conversation. They also feel less isolated when they realize they’re part of a group. By integrating conversation and teamwork into the workshop, participants become part of a community and are more likely to participate. On the other hand, if a participant stays anonymous, then they are more likely to tune out and multitask. We want engaged participants who learn.

Simple ways to include social engagement include:

•  Encouraging small talk between and among participants

•  Using polls to gather input, sharing those results for all to see, and then commenting on the group’s responses

•  Using breakout groups for deeper discussion and dialogue

•  Allowing time for conversation throughout the session (that is, don’t cram too much content into a session)

•  Assigning participants to teams at the start of a session and encouraging the teams to work together

•  Asking participants to choose a learning partner with whom they can privately chat throughout the session to share insights

Design Tip 5. Strengthen Slide Design

Most virtual classroom platforms emphasize document sharing, which means your slides take center stage. Therefore, you should intentionally design slides to fit an interactive virtual class.

Slides should enhance the content and provide activity instructions. When used during short teaching sections, they should be visually appealing and follow these generally accepted design best practices:

•  Include only one thought per slide (not text-heavy or filled with bullet points).

•  Use san serif fonts, which are easier to read onscreen.

•  Choose photos or vector graphics for slide imagery (not clip art).

As a general rule, virtual classes have more slides than their in-person counterparts because you’ll want to keep the screen moving for visual interest. In other words, if the same slide stays on the screen for a long period of time, participants will grow tired of it and look away. But every time the screen changes to a new visual, it attracts their attention.

Also, remember the difference between visual aids and reference material—the best slides make the worst handouts. For technical content, provide separate job aids or other documentation, using the slides to highlight key content.

Finally, because your participants may join from many different device types, each with a different screen size, pay attention to the selected font sizes. The smaller the screen, the larger the font needs to be for readability. As a general guideline, fonts should be at least 34 point to be read on most screens.

Delivering Engaging Virtual Training

Once an instructional designer has created an engaging, interactive learning design, it is up to the virtual trainer to bring that program to life in the virtual classroom. Assuming that the design includes compelling interactive activities, a skilled virtual facilitator has the responsibility to ensure that their mastery of the content is combined with meaningful engagement, peer-to-peer collaboration, and long-term learning retention.

There are five areas of focus that support excellent virtual delivery:

•  Set up for success.

•  Establish social or virtual presence.

•  Develop a synergistic style.

•  Support shared conversation.

•  Tell engaging stories.

Delivery Tip 1. Set Up for Success

Engaging virtual training begins well before the start time. To get a strong start in a virtual training session, the facilitator must log in to the platform at least 20 to 30 minutes before the class begins. In a virtual workplace, it can be tempting to schedule back-to-back meetings that run right up to the start of your virtual training event. However, rushing in at the last minute only to discover your laptop needs to be rebooted or that you need to download the latest version of the virtual classroom software is a recipe for a bumpy beginning.

The best facilitators know that signing in early allows them to address technical issues, review the learning objectives and program content, and create a welcoming environment as participants arrive in the virtual classroom. The facilitator can also create warm connections and have informal conversations a few minutes before the formal program begins. If you are partnering with a producer or co-facilitator, use this time to review last-minute logistics. Use the call to action described earlier or consider posing a starter question in chat as people arrive to keep them engaged before the official start time.

By being prepared and ready, instead of being anxious and irritated, the virtual trainer can be warm and focused.

Delivery Tip 2. Establish Social or Virtual Presence

In the virtual environment, social or virtual presence is demonstrated by how real a facilitator feels to the people attending the session. Participants respond well to a facilitator who turns on their webcam and greets them warmly, making it feel as if they are attending a training class in the physical workplace. The more “real” you feel to the participants, the easier it will be to create an energized, personal learning environment. As participants hear your voice, observe your facial expressions, and see your body language, they will experience your virtual presence fully.

Your virtual presence demonstrates a brain-based learning principle: Social learning fires mirror neurons. Simply put:

Place your webcam either at eye level or slightly above. If you present using a laptop, place a box or a stack of books beneath it to lift the webcam to the ideal position. This will allow you to easily look into the lens and it frames your head and shoulders in the display. If you are too close to the webcam, your viewers may feel as if you are invading their personal space. If you are too far away, they may have difficulty reading your facial expressions or they may see too much of your background instead of you, their facilitator.

Make sure that you sit in front of a wall rather than in front of a window and that your face is well lit by diffuse light from above and in front. The harsh light from a window with open blinds may not give you the best appearance. And avoid any bright lights behind you, which might throw your face into shadow. In addition, choose your background carefully. The wall behind you might have a bookshelf with a tidy row of books, a painting, a lush plant, or photographs. Ensure that there’s nothing in the background that could be distracting to participants. For example, a door in the frame behind you sets up the expectation that someone might open it and walk into the space. That can be oddly distracting. Experiment with your lighting and background until you achieve a professional look.

If you don’t have an ideal setup, most modern virtual classroom platforms allow you to blur your background. If needed, use that option instead of selecting exotic or unusual backgrounds. A real background increases the sense of warmth and trust between you and your audience. If you must use a virtual background, choose a simple brick or paneled wall, rather than an eye-catching landmark, a beach scene, or a fancy conference room.

As you present content or facilitate discussion, try to create the illusion of eye contact by looking directly into the camera lens when you are speaking. Of course, you may need to look away at times to check your notes or look at the chat discussion. Those changes in your focus create the experience of a natural conversation. You should also look into the camera lens when a participant is speaking out loud. They will experience the illusion of eye contact as evidence that you are listening. Allow your face to reflect your thoughts as you listen. Nod, smile, frown, or shake your head, as appropriate. Looking directly into the camera lens may at first feel awkward, but it will become second nature as you use the webcam to increase the experience of your social or virtual presence.

Delivery Tip 3. Develop a Synergistic Style

When you first begin delivering virtual training, it can be tempting to simply deliver a lecture. Remember, virtual training is different from a presentation. A lecture-style delivery approach leads to participants multitasking or tuning out the virtual session. Many treat the virtual training as a video they can simply play in the background while they work on other projects. They may be logged in, but they are likely checked out.

A well-designed, interactive program will provide plenty of opportunities for participant involvement. Strive to capture their attention by calling for interaction every few minutes. Ask a juicy question and have people chat their responses. Pose a polling question and have them compare their responses. Ask for a show of hands or use thumbs up/thumbs down to see whether people agree or disagree with a point that’s been made. Ask for a pulse check to see if you should spend more time on a question or move on to the next topic. Or give people the opportunity to have small group conversations in a breakout room. Get comfortable releasing control, opening up the discussion, and sharing airtime with participants.

The goal of a synergistic delivery style is to encourage participants to co-create the learning experience with you. It would not be the same experience without them present in the virtual classroom on this day at this time, responding to questions, participating in discussion, sharing their opinions in breakout sessions, and asking questions that occur to them. You know you’ve achieved synergy when your participants have been just as active as you have throughout the program.

The Buddhist term Beginner’s Mind describes a person open, eager, and willing to put aside preconceptions. When the facilitator brings a Beginner’s Mind to the virtual classroom, they are well prepared but curious about what learners will bring to the workshop. They recognize that there is a wealth of experience in the virtual classroom, not just their own expertise on a particular topic.

Being fully prepared and comfortable with the content allows the virtual trainer to relax and make space for the opinions, experiences, and examples provided by participants. A richer learning process can then emerge as synergy is developed between the skilled facilitator and engaged participants.

Delivery Tip 4. Support Shared Conversation

One mental model that increases the effectiveness of virtual training is seeing it as a shared conversation rather than a presentation. For discussion to flow freely and comfortably, the facilitator needs to create a safe learning environment in which people can add their ideas, opinions, or guesses. This is especially important when there is no right or wrong answer. But even with concrete topics that have clear black and white answers, the virtual trainer can make it safe to choose the wrong answer. Try making a comment like, “Thank you for those insightful opinions. For this particular question, there is a right answer, according to the law. Let’s explore that law now.” This kind of comment welcomes input and yet directs the flow of discussion when the right answer needs to be presented.

A strong virtual facilitator poses thought-provoking questions that invite participants to jump in and offer their thoughts. You can capture a variety of opinions and observations both by having people speak aloud and by having them type their comments in chat. If using the chat function, strive to acknowledge a variety of viewpoints, using people’s names as you ask them to elaborate on their comments. If several people have made similar points in chat, you may choose to summarize a key theme but acknowledge that Katy, Allen, and Marcy are making a similar point. You’ll grab the participant’s attention by speaking their name out loud or giving them affirmation or validation for their contribution to the discussion.

To avoid the curse of silence after asking a question, be thoughtful about how your questions are worded. Start a conversation by asking a specific question and provide clear instructions on how to respond. For example, ask, “Who has experienced a similar situation? Raise your hand.” And then invite those with raised hands to share their experiences. Or ask participants to respond to a multiple-choice poll question, and then ask those who selected choice A to share reasons why. By using the tools to help you ask questions, you’re more likely to generate conversation.

As you strive to build a shared conversation, your spirit of curiosity should lead you to ask probing questions. If someone makes a pithy comment in chat, and you think they have a good example to share, call on them by name and ask them to explain their comment. For example, if a supervisor in a management course types the comment, “Trust but verify,” you might probe for more by asking them if they have an example of a time when it was important to verify and not just trust what they heard in a performance meeting. Let them know whether you want them to unmute their microphone and speak aloud, or whether you want them to type more in chat. Your willingness to go deeper to bring out people’s lived experience may create a more robust learning experience for everyone.

If you are concerned about confidentiality, consider using polling as a safe way to allow people to express their opinions. The polling tool can be used to:

•  Pose self-assessment questions. (How would you rate your effectiveness as a project manager on a scale of one to five?)

•  Ask agree or disagree questions. (Use a Likert scale of strongly agree, agree, neutral, disagree, or strongly disagree.)

•  Make a decision. (Which of these four software packages is your preferred option?)

Most virtual classrooms also have whiteboards that can be used to gather opinions. You could ask a scribe to type comments on the whiteboard, or direct participants to type their own ideas. The visual appeal of a whiteboard can be mimicked by formatting a slide in the slide deck and allowing people to type directly on that slide. This approach prevents someone from inadvertently clearing the formatting when they are simply attempting to erase one comment.

Chatting, polling, and whiteboarding are all virtual training tools that create shared conversation and collaborative learning. Measure your effectiveness as a virtual trainer not by how well you performed or how smoothly you delivered the content, but by how engaged your participants were in the shared conversation and how much everyone learned as they co-created the learning experience.

Delivery Tip 5. Tell Engaging Stories

Our brains are wired to remember narrative or stories. If you think back to the most memorable learning experience you’ve ever had, the chances are good that memory comes wrapped in a captivating story. Stories create patterns that allow our brains to store and retrieve information effectively. Human beings are meaning-making machines, and we have been telling stories about how the world works since we were babies.

The skilled trainer uses storytelling to frame the key concepts and points they want participants to remember. They also ask questions to stimulate the recall of stories from participants’ experiences. These story frames create the context for new information. John Medina states that “information is remembered best when it is elaborate, meaningful, and contextual” (Medina 2014).

A good story features a lead character (a hero), a clear place and time, a challenge or problem tackled, and an outcome (success or failure), followed by the moral of the story or the key point you want people to take away. When you write that story, the hero needs to be familiar to the listeners, who need to recognize aspects of the hero in themselves.

Ideally, the challenge faced by the hero stimulates an emotional response (they root for them to succeed). The tools the hero uses to tackle the challenge are the same tools the participants might be learning in this training program. Alternatively, the hero may not have access to the tools participants are gaining in the training program, and therefore fails to defeat the challenge. In either the success scenario or the failure scenario, the key point should be summarized in one sentence at the end (for example, “And that’s why we always have two signatures on every check”).

In the virtual training environment, you may introduce a specific objective by telling a story about someone who successfully tackled a workplace challenge. Be sure to state a clear moral or learning point at the end of the story. Then you might ask participants to recall a similar situation in which they faced that same issue. You might invite someone to describe their experience out loud and explain how they handled that tough situation. Or you might send them into breakouts to discuss and share. Your job is to guide them to put into words specifically what they learned that has made them a more effective manager, team leader, or collaborator. As an alternative, you might tell participants listening to a colleague’s story to type into chat what skills and abilities they hear the speaker using to successfully resolve the situation. You might ask listeners to identify the moral or key learning point of the speaker’s example. This active listening with analysis captures their attention and anchors their memory.

Does Audience Size Matter When It Comes to Engagement?

No matter the size of the audience, a great virtual learning experience is always engaging and interactive. Whether you are facilitating a group of 15 participants or presenting to 1,000 people, leverage the right interaction tools in your web conference platform. A useful rule of thumb is to strive for interaction every three minutes to keep people contributing and participating throughout the virtual session. Table 26-1 takes you through ideal tools to use with different audience sizes.

Looking Ahead: The Future of Virtual Learning

People have been predicting the demise of instructor-led training for decades as innovative digital tools have been developed and adopted. The pandemic response in 2020 led many organizations to rapidly pivot to virtual instructor-led training that integrated video- and web-conferencing technology to reach employees working from home. The future now appears to be hybrid—face-to-face training delivered to co-located people and virtual training provided when some or all of the workforce is remote.

Besides the obvious cost and time savings, there are other benefits to having a facilitator in the virtual mix of training modalities. The dynamic interaction between a skilled virtual trainer, individual learners, and collaborative colleagues can result in more robust learning experiences. Subject matter experts may join live virtual training classes to add their expertise to the dialogue. Role play with instant feedback can help people modify their behaviors. Breakout rooms can encourage greater collaboration and practical problem solving among peers. Guidance from a live coach or expert can increase long-term retention of new knowledge and skills.

The widespread use of webcams has led to the development of new norms of virtual etiquette. To reduce the fatigue of being on webcams throughout the day, groups may need to develop norms about when to have people on camera or off camera, how to ensure the best audio experience for everyone participating in a training session, and the right uses of virtual or physical backgrounds to enhance trust in virtual relationships. Immersive backgrounds, in which everyone appears to be sitting at the same conference table, for example, may contribute to a stronger feeling of belonging in virtual meetings and digital training.

Augmented reality (AR) combines real and virtual worlds in real-time interaction, allowing users to manipulate 3-D virtual objects or review information overlaid on a real object or situation. Virtual reality (VR) replaces the physical world with a fully virtual simulated environment. Both AR and VR provide opportunities to safely train users who might not otherwise be able to practice a new skill in a real, physical environment. Because most people now perform at least a portion of their work on a mobile device or tablet, you likely hold an AR device in your hand every day. AR applications range from filters in web conferencing, messaging apps, and gaming systems to navigation systems, photography tools, and medical applications. While the adoption of AR and VR for corporate training has been slow, the steady growth of new applications will continue, as on-demand applications support the skills development of people on the job.

When higher-order thinking skills are important to the learning process, virtual instructor-led training may be the ideal delivery method. But facilitated training should not stand alone. The future of virtual learning will combine many elements of compelling, blended solutions, including the use of AR, VR, microlearning activities, and short videos. Blending these asynchronous digital elements with focused, instructor-led learning experiences has the potential to deliver compelling learning content that can be integrated into the workday for learners on the go. This social, facilitated aspect of online learning meets people’s need for human interaction and connection.

The future of virtual learning requires experienced instructional designers who can integrate a variety of digital and interpersonal solutions. It also preserves skilled virtual facilitators as a critical component of results-oriented training. The combination of interactive design and engaging facilitation will continue to be essential components of effective learning experiences.

Final Thoughts

Whether you are designing or delivering virtual training, you will want to continue to develop your skills, and your competencies go beyond what we mentioned in this chapter. For example, you will want to develop skills in how you communicate in a virtual setting and how to be most effective using a webcam. You can download a virtual facilitator competencies checklist on the handbook website, ATDHandbook3.org, which addresses the skills you need for effective design and delivery of virtual training.

About the Authors

Cynthia Clay is the founder and CEO of NetSpeed Learning and the author of Great Webinars: Interactive Learning That Is Captivating, Informative, and Fun. She works with clients to build thriving virtual and hybrid workplaces. The company partners with clients to develop the management skills of leaders who want to motivate, communicate with, and resolve conflict masterfully for employees and teams. She develops the skills of virtual facilitators, designers, and producers who are committed to delivering high-energy, engaging virtual learning. Cynthia is a passionate advocate of brain-based learning principles and leads her team to design, facilitate, and produce compelling online learning experiences.

Cindy Huggett, CPTD, is the author of four books on virtual training, including Virtual Training Tools and Templates: An Action Guide to Live Online Learning and The Virtual Training Guidebook: How to Design, Deliver, and Implement Live Online Learning. Cindy partners with organizations to help them transition to online learning and teaches trainers how to effectively facilitate online. She facilitates, designs, writes, and speaks on topics related to leadership, learning, and technology. Cindy is a past member of the ATD National Board of Directors and was one of the first to earn the Certified Professional in Learning and Performance (now CPTD) credential.

References

ATD (Association for Talent Development). 2018. 2018 State of the Industry. Alexandria, VA: ATD Press.

ATD (Association for Talent Development). 2021. 2021 State of the Industry. Alexandria, VA: ATD Press.

Clay, C. 2019. Great Webinars: Interactive Learning That Is Captivating, Informative and Fun. Seattle, WA: Punchy Publishing.

Huggett, C. 2013. The Virtual Training Guidebook: How to Design, Deliver and Implement Live Online Learning. Alexandria, VA: ASTD Press.

Huggett, C. 2020. “Secrets of Master Virtual Trainers: 5 Keys to Online Classroom Success.” ATD 2020 Virtual Conference Recording, May 11. td.org/videos/secrets-of-master-virtual-trainers-5-keys-to-online-classroom-success-2.

Medina, J. 2014. Brain Rules. Seattle, WA: Pear Press

Recommended Resources

Christopher, D. 2011. “Facilitating in the Global Virtual Classroom.” Infoline. Alexandria, VA: ASTD Press.

Christopher, D. 2014. The Successful Virtual Classroom: How to Design and Facilitate Interactive and Engaging Live Online Learning. New York: AMACOM.

Clay, C. 2019. Great Webinars: Interactive Learning That Is Captivating, Informative and Fun. Seattle, WA: Punchy Publishing.

Huggett, C. 2013. The Virtual Training Guidebook: How to Design, Deliver and Implement Live Online Learning. Alexandria, VA: ASTD Press.

Huggett, C. 2018. Virtual Training Basics, 2nd ed. Alexandria, VA: ATD Press.

LaBorie, K., and T. Stone. 2015. Interact and Engage!: 50+ Activities for Virtual Training, Meetings, and Webinars. Alexandria, VA: ATD Press.

Pluth, B.P. 2010. Webinars With WOW Factor: Tips, Tricks and Interactive Activities for Virtual Training. Minneapolis, MN: Pluth Consulting.