How I Run My Virtual Classes, Part 4: The Frequently Asked Questions

I recently ran a Virtual Facilitation class for experienced learning facilitators from Cambodia, Thailand and Malaysia. They asked very useful questions. I have compiled my answers in to the FAQ below.

How do we run when there is a lack of technology?

Depending on what is lacking: device, app or internet connection, there are a few ways around it.

Identify the lowest majority common denominator of the audience and design the connectivity of your virtual class at that level.

If connection is the issue, then asynchronous, or recorded lessons are the best way to go.

If it is the app, then using web-based Tools is the solution.

If there a low-technology device like a dumbphone, then you’re only left with SMS texting.

If I don't see the students, I don't know whether they understand

Here, we want to shift our approach. We can insist that everyone uses their webcams, or design the virtual class in such a way that there are built-in assessments and assignments to grade and identify their comprehension.

It is here, we begin to learn the skillset of teachers and lecturers.

Mostly I cannot control what they do during the class

The facilitator must build strong rapport with their learners long before the virtual class starts, excite them in a chat group before the class, engage everyone just before start time, kick off the class with high welcoming energy and pace your activities in 3 minute slots.

Plan interesting and relevant (to their work and personal lives) activities and involve them in discussions.

Basically, you have to go above and beyond to get their commitment, not browbeat them into compliance.

How to handle slow learners using technology?

Have a pre-class logistics session where you introduce them to the technology and give them fun activities to mess around with the functionalities.

This will slowly allow them to be comfortable. Watch out for the stragglers and coach them personally.

How do you conduct case studies for a group of participants viz materials sharing/ feedback/ engagement, etc?

During a virtual class, time is a luxury, so give them only simple case studies to work on individually.

For groupwork, some video conferencing tools have a breakout room function. However, barring that functionality, you could always blend tech and pregroup them into different chat app groups like WhatsApp or Telegram.

Outside of the virtual class, you can assign them offline groupwork from a material repository like One Drive, Google Drive, Google Classroom, etc

Students not participating, either by voice or chat

If you have the authority to check up on them after the virtual class, you could coach them individually until they find a purpose to participate in the following classes.

Carrot (reward) first before the stick (punishment). This is not easy, but it is what school teachers face every single day. It is time to learn.

How about if learners don’t understand why they need to develop their skills?

This often happens when they are forced to join rather than sign up of their own free will. The facilitator must do a pre-class session that explores all of the benefits of the topic from a personal and professional perspective.

If possible, the facilitator must always play the role of the rewarding good cop, while the learners’ HR or coordinator serves as the punishing bad cop.

Nothing beats personal face-to-face communication

I disagree. Virtual classes are a hit with classical introverts who don’t have to hold back from asking questions. They find it very comfortable because they can ask the facilitator directly and secretly, and there are more introverts around than you think.

We want to shift our approach when we do virtual classes, because there are some things that virtual beats face-to-face backwards and forwards.

Participants have not used computers, might not be interested in learning and training has historically been a gathering for them

This is challenging because of the history. But here you have the opportunity to surprise them with your engagement and learning design.

True, breaking through the stigma is difficult, but as time goes on, adoption becomes faster and faster. We want to keep trusting our skills to get this done.

How about the Learning styles of Participants?

Irrespective of what theory of learning styles you subscribe to, virtual classes tend to limit them severely. That being said, we want to focus on what we can do rather than what we can’t.

So, if we recognise that sensory learning like Visual, Auditory, Kinesthetic, Olfactory and Gustatory are limited to providing only V and A input, whereas K is limited to instructions, we can make full use of that.

Ensure you provide simple yet meaningful Visual input, an engaging storytelling radio voice for Auditory and simple but fun (key word right there) Kinesthetic activities, you will have won most of the battle against that limitation.

Also there is the question of what type of program can be done online and what can't

The spectrum of subject matter ranges from Thinking to Doing.

Rather than give you a long answer, I’ll say that I have attended an impressive online Neuro Linguistic Programming course where the instructor managed to teach us mental visualisations, breathing work, goal setting, affirmations, etc (imagine a group of 100 people all chanting their mantra into their mics in harmony).

I’ll also say that the gold standard in martial arts, the Gracie family, is now teaching Brazilian Ju Jitsu online, and my best friend and his wife are learning it together as their sparring partners.

The key is to look at what you want to teach, take it apart and design a learning path that gets them from awareness, to knowledge, to commitment, to skill.

I use the white board and flip charts a lot to teach, how do I do this online?

The simplest way is to use a handicam and zoom in to certain areas of the board (you’ll need a camera assistant for this).

Alternatively, some video conferencing tools have a whiteboard functionality that you can use.

I’ve even seen one where a guy sets up his phone camera on a tripod over his shoulder and he writes in an exercise book. Weird, yet engaging.

As the trainer, difficult to ask participant to do try out through online after we demonstrate.

You don’t really want to do this during the virtual class as it could eat into your time depending on how many learners you have.

But if it is critical that you see it happen, you can get a few people to demonstrate once during the class and you point out the correct actions and incorrect actions.

Then, assign them to record themselves on their phone offline repeating the movements and submit to you for confirmation.

Why would we use a separate tool for Q&A? For example, why not use Zoom or MS Teams?

Heavy Q&A during the session takes up your class time, unless that’s how you designed it in the first place.

However, sometimes, questions don’t come on the spot as some learners take more time to process what you have just taught them. But once the virtual class ends, how do they ask?

This is why having the chat group is necessary as they can pop in the question anytime and you can answer anytime and everyone gets the benefit of the learning. If you have an LMS that integrates all of those functionalities, much better.

How safe is your material on the repository?

Ensure that your repository is password protected and by invitation only.

In terms of hackability, if Google Drive or One Drive is well-known for its security, then you have nothing to worry about.

In terms of leaked IP, in today’s world, assume that someone will leak it. To combat this, keep only information on the repository, but the MEANING of that information is shared only in the virtual class.

If you're using Zoom, can you also use Kahoot for quizzes?

Yes, anything you can share on your screen, including webpages like Kahoot, is possible.

How do you "develop a radio voice"?

LOL. Listen to a lot of radio to identify how they keep engagement. Use varying pitches, pacing, and pauses for dramatic effect. Develop a keen storytelling ability to carry learners through the lesson, and use a hypnotic voice to facilitate learning.

Any tips when working with people with low English fluency?

The most ideal is to have a facilitator that speaks their language. If there is fluency, but low, then give them more group activities where they can discuss with each other in their native tongue and their findings presented by the most fluent among them.

I am struggling with creating a 4 hour class time!!!! Any ideas for long classes?

There is no way around this. Break up the virtual class into 2 hour sessions with at least 1 hour breaks in between. Even within those 2 hours, give them down time of 5 mins at a time.

Next: How I Run My Virtual Classes, Part 5 - To Teach, First Learn

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Nadzrin used to be a full-time Professional Learning Facilitator and a part-time father. But he was bitten by a radioactive daughter and he is now a full-time father and a part-time Professional Learning Facilitator.

?He runs 28 different workshops public and in-house, virtual and live in Workforce Performance Skills. Learn more at www.ensynclearning.com

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