As part of my continued quest to learn and share best practices, I’ve conducted several research studies on virtual training over the past few years. In mid-2017 and again in early 2019, I surveyed global training professionals – including many of my current and former clients – to ask about virtual training in their organizations. A total of 237 people responded this year (thank you!) and shared their insights.
In addition to the survey data collected, I searched for and compiled key virtual training statistics from several readily available industry reports. My curated summary can be seen in this infographic, which is also available for download.
I wrote about the survey findings in this Learning Solutions Article, and you can see last year’s insightful summary here. For 2019, I have expanded on a few key thoughts below.
Time is a Factor
According to both my 2017 and 2019 research, most virtual classes are 60-minutes in length. However, a significant number (33%) in this year’s study also reported holding longer virtual classes (2+ hours). In follow-up conversations, it appears that these longer classes are offered as a series of virtual events strung together into one. In other words, there will be a virtual class, then participants go complete an assignment for an hour, then meet together again, and so on. In summary, standalone virtual classes are short: 45, 60, 75, or 90 minutes in length, but long-form virtual classes that allow for a deep dive into a topic are also alive and well.
Another place that time showed up in this year’s survey results was fascinating. I asked “if you create an interactive one-hour virtual class, how much time would you have spent developing it?” The development included creating facilitator guides, producer notes, participant materials, slides, interactive exercises, and other related items. I was shocked to see the average number at only 21 hours. The common sentiment in the comments was that they wanted more time, but simply didn’t have it and therefore had to make concessions.
This time-to-develop-one-hour-of-virtual-training number has been trending downward for years. In 2009, ATD research reported that training professionals spent 69 hours developing 1 hour of interactive virtual training. In 2017, updated research revealed 28 hours. And now it appears to be even less time. My hope is that we are simply getting better at creating quality interactive learning experiences, and not negatively impacting learning results.
The Popular Platforms are Changing
One of the most common questions I’m asked is “Which virtual classroom platform should we use?” My answer is always “it depends.” The best solution for one organization isn’t necessarily the best solution for every organization. In my 2017 and 2019 research studies, I simply asked the question “which platforms do you use?”
In my 2017 survey, the most popular programs in use were Adobe Connect (38%), WebEx (37%) and GoToTraining (35%). Most of the 2019 survey numbers stayed the same, except for one new player that showed marked increase… Zoom. Almost 30% of 2019 survey respondents reported using Zoom as their virtual classroom platform. This fact doesn’t surprise me, since I’m seeing more and more training requests from my global clients who need to learn how to use Zoom for interactive virtual training.
Technology is [still] an Obstacle
In both surveys, I asked is “What’s your biggest virtual training challenge? What gets in the way of your success?” Survey respondents didn’t shy away from sharing their challenges. This was an open-ended question, so I categorized the comments and distilled down the topics mentioned. (That’s why the numbers don’t tally up to 100%). For example, the response “participants were challenged by technology” and “Our users lack of technical skills” were both included in the “Unprepared Participants” category. While “Keeping people engaged” and “Participants multitasking” both placed into the “Unengaged Participants” category.
I was surprised to see that only 23% of virtual trainers use webcams while facilitating. A higher percentage – 42% – turn them on at the beginning and then quickly turn them off. Many reasons were cited, not surprisingly lack of internet bandwidth was top of the list. Other reasons included participant privacy concerns, lack of webcams, and participants who feel uncomfortable using the technology.
Technology was also blamed for many other virtual training challenges. From “internet speed” to “getting the audio connection to run well”, to just plain “technical issues” were all mentioned multiple times as challenges. Some of these technology issues were blamed on firewall restrictions, while others were blamed on lack of participant preparation.
Transformation is Needed
In the challenges comments, an overwhelming number of responses mentioned unprepared participants. But the sentiment seemed to run deeper than just lack of advance planning, it seemed to be that virtual training didn’t have the same perceived value as traditional training. Comments like “participants do not read the email communication that we send prior to the class.”; and “attendees come and go to deal with other duties instead of being committed to the training” and “our learners register, but many don’t show up.” Another comment that stood out to me was “Getting people to understand the true value of virtual training.”
My years of experience with organizations of all types and sizes have taught me that there are three keys to successful virtual training:
First, an interactive design that keeps participants involved. Virtual classes should engage participants with the tools and/or each other approximately every 4 minutes. Participants want to engage and collaborate. Second, we need skilled facilitators who can engage the remote audience. They need to focus on creating dialogue, creating a comfortable environment, and applying adult learning principles. Finally, prepared participants hold the third key to success. This preparation comes from setting expectations with all stakeholders. We need to educate participants on how to learn online, set expectations for interaction, and equip them with skills needed to use the platform.
To help gain this buy-in from participants and other sponsors, we need to take lessons from change management traditions, and transform perceptions about virtual training. It can be successful when proper time and attention is given to its design, delivery, and implementation.
Need help with your virtual training strategy, design projects or facilitator skills? Contact me today for more information.
And now over to you. What’s your experience with virtual training? How do your virtual training classes compare? Please enter your thoughts in the comments below.
