Get and Maintain Learners Engaged in a Virtual Classroom – by Jennifer Hofmann

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Classroom programs now include a plethora of tools intended to encourage learner participation. We have breakout rooms, whiteboards, polls, and chat. Including them suitably in our programs influences our contemporary students’ experiences.
One learning obstacle we face, however, is Can it be interaction or collaboration?
“Ask students to do something every three-to-five moments” is an old bit of information. This strategy, when used correctly, generates interaction. Learners must put fingers on the keyboard to give something to the case: give an answer in the chat, react to a poll question, if something applies to them set a green mark.
A lot of people believe, however, that conducting a poll every three minutes like clockwork results in learner engagement. Not true–a button can be pressed by anyone, but that does not mean they are engaged.
Defining interaction
We talk a great deal about boosting interaction in the classroom. Interaction provides students with the opportunity to communicate during the event amongst themselves and with the facilitators through technology. We can use breakout rooms, emoticons, polls, whiteboards, chat, application sharing, and internet browsing.
Interaction keeps our programs. Once it motivates our students to stay alert, it does not mean they are learning. Interaction is important but isn’t sufficient to create learning.
Creating collaboration
In practice, we want genuine collaboration. If we make the effort to bring people together, we want them to learn from one another.
Learning happens during collaboration. It allows our learners to build they may have gotten such as videos or readings, through class content. Through collaborating learners get to the clinic. It gets them such as problem solving, to thinking.
Are you hosting training that is virtual or training?
How can you know if true learning encourages?
Ask yourself, “If a learner watches a record of the semester, will they have the same experience as they want if they attended the session live?”
If you reply, “Yes,” you’re introducing a webinar. It may be a super-interactive webinar with content that is meaningful which captures learner attention, but it’s not a training event that are full-blown.
If you reply, “No, students won’t receive the same impact from a recording of the semester,” then you have created virtual classroom instruction. By way of instance, when you put students in rooms and design lessons using Adobe Connect, they then interact and learn from each other. This design generates collaboration similar to what we do in the classroom that is facial. As you’ve created a training event that impacts performance in such situations, recordings become useful.
Let us build into subtypes of collaboration and interaction, and intelligent ways.
Serial engagement
Engagement activities that are serial ask students to contribute one at a time, one after another. We often use engagement in the classroom that is facial during icebreakers.
As an instance, we may ask students to say their name and a fun fact about at a time, until everyone has introduced themselves to the group. While all students engage, they struggle to remain focused while others discuss their information when we don’t require that content be memorized by students.
We very rarely use engagement in the classroom. It takes quite a while and we lack private context clues that make these activities memorable. I have, however, found learning sessions that were live were used in by engagement. The keys groups of tight and students design.
One customer I worked with provided software to travel agents and they had been moving agents into a brand-new atmosphere. The representatives were changing but wasn’t available for demo. How can we train individuals on an item that is not available? Serial engagement provided the solution.
8-10 students were encouraged by us to virtual classroom sessions at a time and used application sharing within that stage. I would share the platform and flip it on. The learner-appointed “travel agent” asked questions of the “travelers” since they booked this excursion. Other students helped figure out where that information belonged in the stage the travel agent got stuck. Then the learner would reserve the aspect of the trip. The learning assembled in a little group. In this case collaboration worked well.
Since we weren’t teaching individuals how to become travel agents, this strategy worked. Learners knew what questions to ask when reserving customer travel, they simply needed practice.
If choosing to use this strategy, some things to know:
The exercises require a long time
It’s well controlled and orderly
Learners can hide
Concurrent engagement
Tasks that engage all participants at one time constitute concurrent engagement. You see this strategy in the classroom that is virtual because the lack of structure and chaos make it difficult to execute in the classroom that is facial
In the classroom, we can ask all students to write on the whiteboard at the same time. Everyone can “select a spot” and write their name and interesting fact. While learners in their own comment participate Later, the pupils review the board. We often use this action to kick a learning application off. In a couple of minutes, facilitators and everybody participate have a notion of what tool education the group needs.
Using concurrent engagement helps all students feel important, as everybody has the same voice and their opinions have the same value. It works well for other and brainstorming pursuits that are learner-centric.
We will need to learn how to ease this technique, because we can not introduce as much content as we would if we did not include these activities. I often hear, “I don’t like using breakout rooms because they take too much time.” When leveraged correctly, concurrent engagement fosters collaboration and leads to learning. It’s time well spent.
Recall: adding slides and clicking through them isn’t an accelerated learning technique. With all interaction and collaboration, individuals need time to practice and process for learning to happen and interact and ask questions. Design these chances into your virtual learning programs and provide your student’s room attempt and to practice.
In the editor: Want to find out more?
At the Learning Solutions Conference & Expo, a one-day workshop will be presented by Jennifer Hofmann on March 29, 2020. Classroom tools such as WebEx Training Center Adobe Connect, and Zoom is full of features that can help facilitate learning and collaboration.
Jennifer will help you build the skills to encourage engaging virtual classroom attendees and using this learning environment in ways that are new. She will also show you how you can manage the transition from traditional to virtual shipping and use what you’ve learned to design your personalized virtual classroom exercises.
If you’re a designer, programmer, or virtual classroom specialist whose present or future job duties include designing for and/or facilitating virtual online sessions, or a person whose obligation involves supporting and understanding the exceptional purpose of the virtual online facilitator, you will benefit from this program.
You will have to bring a laptop with Adobe Connect Virtual Classroom (free trial is okay) and Microsoft Office pre-installed for practice tasks.
Registration for the Learning Solutions Conference and Expo 2020 is needed in order to attend this workshop, and you can do it all in one stop here.

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