|
Top Synchronous Training Myths And Their
Realities
by Dr. Nanette Miner and Jennifer
Hofmann
1. Myth: Synchronous training is “just” the traditional
classroom online.
Reality:
There are, indeed, many similarities between traditional
classroom training and the live online classroom. For example,
participants are gathered at the same time, the facilitator uses
slides and other instructional materials to facilitate the content.
Additionally, many of the engagement techniques that work in the
classroom may also be applied to the synchronous environment.
There are also a lot of differences. First, there are different
types of collaboration tools (application sharing, multi-user
whiteboards, chat). Also, programs tend to be shorter in duration
(no more than two hours), and curriculum can be spread out over
a long period of time instead of bunched into several days. Just
these factors alone require us to pay attention to how we design
and deliver online instruction.
2. Myth: Synchronous training is not interactive.
Reality:
I think training in this medium can be far more interactive
than comparable classes taught in a traditional format. Using
an approach I call “concurrent collaboration,” one
can design exercises that encourage all participants to interact
at the same time. In a traditional classroom you would never be
able to get the opinion of 30 participants on every question you
pose. Using tools like the Whiteboard and public chat enable you
to get everyone’s opinion on just about every topic and
in a relatively short period of time.
3. Myth: Soft skills cannot be taught synchronously.
Reality:
Our research reveals that synchronous skill building
is more realistic than traditional face-to-face methods for certain
audiences and topics because of the jobs the participants’
hold. For example, a telephone sales rep will experience a more
realistic training when taught synchronously than when sitting
in a training room with 30 other reps.
4. Myth: The quality of synchronous training cannot ever
meet the quality of our traditional classrooms.
Reality:
If you want the same quality from your synchronous deliverables
that you expect from your face to face programs you must invest
the same time and effort, the same instructional design resources,
the same needs analyses. You must pay attention to all the components
— support materials, visuals, communications, interactions
and collaborations, scripts and more — to make it a success.
Most organizations simply try to “move” their classroom
materials online when what they should do is start over as if
the course never existed before.
5. Myth: Synchronous training is isolating and does nothing
to foster a sense of community.
Reality:
When designed to be collaborative in nature, synchronous
training can actually increase interaction and encourages participants
to continue relationships beyond the live learning event. In fact,
a participant in a class I was teaching recently said, “I
continue to be amazed at how similar this is to a traditional
classroom.”
6. Myth: Once web-cams are easily integrated, synchronous
training will be so much easier.
Reality:
Live video is a good way to engage participants, but
use it sparingly — perhaps at the beginning of a session
to introduce the facilitator, then at the very end for Q&A.
Overuse deadens the effectiveness of live video, and can be distracting
for participants. Some content, of course, will almost certainly
be enhanced by video — teaching bedside manner to physicians,
for example, or demonstrating the right body language to project
during an employee review. But video is no replacement for in-person
interaction. Eye contact via video isn’t real eye contact,
even if the video is two-way. You’re not seeing the other
person’s body language. You’re not catching the other
person’s eye. Video lacks the emotional impact that an in-person
connection carries.
7. Myth: One advantage of synchronous training is that
you can train hundreds of people at one time.
Reality:
It’s difficult to create true ‘learning’
with a large audience. How do you foster collaboration and encourage
more than familiarization with the content when the dispersed
audience is so big? It’s difficult. Generally, when the
audience is large, the event is more of a ‘presentation’
– not training. Participants are being EXPOSED to content,
not being given the opportunity to practice, apply, or evaluate
what they have learned.
8. Myth: Implementing a synchronous classroom is a big
technology hurdle– the technology could make or break the
success of our online learning.
Reality:
Get over the technology! The implementation of synchronous
technologies, or any learning technologies, is much more of a
change issue. How do learners learn differently? How do trainers
facilitate differently? How do we convince everyone that synchronous
learning is REAL learning? These are the issues training professionals
should be tackling. Leave the wizardry of the technology to the
IT department.
9. Myth: Instructional materials (leader guides, participant
guides) are not as crucial for a synchronous class.
Reality:
We tend to forget about these printed (a.k.a. PAPER)
materials such as Leader Guides and Participant Guides when we
migrate to the synchronous classroom. That’s a mistake.
Participants need a printed Participant Guide in order to take
notes, participate in exercises, and have something to reference
later. Facilitators need a printed guide to deliver a high-quality
program that is consistent from delivery to delivery, and to integrate
the management of instruction and technology.
10. Myth: A one-hour synchronous program is an hour of
“free time” (so think the participants).
Reality:
Since the introduction of the virtual classroom, bad
design for live online sessions has inadvertently taught participants
that synchronous sessions are a "free hour" —
an opportunity to listen intermittently while checking and responding
to your e-mail and taking care of other light duties. Participants
now are so accustomed to this free hour idea that they are often
annoyed when the facilitator of a live online session asks for
their participation.
In short — unless you provide meaningful engagement, you
can be quite certain that participants will get bored. Just as
in a traditional classroom, participants in a live online setting
get restless, get tired and lose interest if it is not immediately
apparent that the session is worth their time.
11. Myth: Instructional design for synchronous classes
is easier because class times are shorter and more lecture oriented.
Reality:
That most certainly isn't the case. If your classes
are lecture oriented you’ll most certainly bore your audience.
Figuring out how to maximize the return for participants attending
a 2-hour class is a real challenge that will require all your
knowledge, skills and creativity.
12. Myth: Because of shorter class sessions, a synchronous
trainer can teach four 2-hour classes each day (that’s eight
hours isn’t it?).
Reality:
Don’t get caught in this trap! Each class, no
matter the length, requires set up and follow up tasks. And teaching
online takes a lot of energy. Experienced synchronous trainers
know the frustrations of having participants distributed across
the country or the world. Keeping them continuously engaged is
like trying to teach a class right after lunch. You know what
I mean: that situation in which the blood sugar has gone to people’s
toes and you need to practically tap dance—with a parasol—to
get their attention. I suggest not teaching more than three 1-hour
or 2-hour hour classes a day.
· The Synchronous
Training Primer ·Top
Synchronous Training Myths & Realties ·
· Glossary
of Synchronous Training Terms · Frequently
Asked Questions ·
|
