Choosing the Right Approach to Online Training

Online training can take many different forms, varying in style, format and the level of interaction between trainers and learners.

From self-paced e-learning to live virtual classrooms and blended learning, different approaches offer different ways for learners to participate and engage. Understanding these differences is an important starting point when deciding how online learning should be designed and delivered.

Understanding the different approaches

Online training

Online training is a broad term covering training delivered using internet-connected technology.

It can include live interaction between trainers and learners, self-paced learning, webinars, videoconferencing and other forms of online learning. The important point is that online training is not one particular method — it can be designed and delivered in different ways depending on the learning requirements.

Blended learning

Blended learning combines online learning with classroom-based learning rather than requiring all learning activities to take place in one environment.

The blend can include live online sessions, self-directed learning and classroom activity, allowing different approaches to be used for different parts of a programme.

E-learning

E-learning generally refers to self-paced learning. Learners can work through learning content independently rather than attending a live session with a trainer and other learners.

Synchronous learning

Synchronous learning takes place at a scheduled time, with the trainer and learners participating together online.

This provides the opportunity for live interaction, discussion and participation even though the trainer and learners are not in the same physical location.

Asynchronous learning

With asynchronous learning, the trainer and learners do not need to be online at the same time.

It allows learners to work through learning activities and content at a time that suits their schedule.

Virtual instructor-led training (VILT)

VILT is live online training where the trainer and learners participate at the same time.

The presence of a trainer distinguishes it from self-paced learning and provides opportunities for live facilitation, interaction and participation.

Videoconferencing

Videoconferencing allows trainers and learners to meet in the same virtual meeting room.

Learners can connect remotely using their computer or mobile device, allowing the trainer and participants to communicate and interact in real time.

Webinars

Webinars are primarily used to impart knowledge to an online audience.

One useful distinction identified in the research is that the goal of a webinar is generally to impart knowledge, while virtual training is more focused on improving performance.

Webcasts

A webcast operates on a larger scale than a typical webinar and can be used where information needs to be communicated to a much larger audience.

How Irish SMEs are using online training

My research into online training and Irish SMEs finds that organisations are using a range of different approaches rather than relying on a single method.

Respondents could select more than one approach, reflecting the fact that organisations may use different methods for different programmes or groups of learners. Self-paced learning was selected by 67% of respondents, while webinars and videoconferencing were selected by 64%.

Virtual instructor-led training (VILT) is also widely used, selected by 62% of respondents, while 56% said they were using blended learning combining online and classroom-based training.

Overall, the findings show that organisations are using both synchronous and asynchronous learning rather than relying on one particular approach. The research also finds that some early adopters are exploring video as learning content, live streaming and gamification.

What is online training being used for?

The research also shows that online training is being used for different audiences.

80.5% of respondents used it internally to train staff, while 53% used it to train customers and 17% used it to train business partners.

This illustrates why there may not be one online training approach that suits every situation. The method chosen needs to reflect who the learners are, what they need to learn and how the training will be delivered.

Moving a classroom course online isn't enough

An important theme from the research is that effective online training involves more than simply transferring an existing classroom course into a virtual classroom.

Interviewees highlighted the need for a more creative approach to the online learning environment. This included considering what learners could do through self-directed learning and how the time when learners come together could be used more effectively for interaction and participation.

The research also highlights the importance of engaging content. Online learners may respond differently from learners in a physical classroom, making the design and facilitation of the learning experience particularly important.

Flexibility matters

One of the opportunities identified in the research is flexibility.

For training providers, being able to offer more courses online creates greater flexibility. For learners and organisations, different approaches also provide choices about when, where and how learning takes place.

But moving training online does not automatically create a better learning experience. The research finds that quality should not be sacrificed simply to achieve the efficiencies that online delivery can provide.

Make time for interaction

The research highlights the importance employers place on employees being able to network and build connections.

Learning is often informal and peer to peer. Time can be provided for this through virtual breakout rooms or informal video conferencing alongside more formal training activities.

This is particularly relevant to live online training. Technology provides the environment, but the way the session is designed and facilitated influences how much learners actually participate.

Keep live classes manageable

The research finds that smaller class sizes of 15 people or fewer result in a better online experience.

Being able to offer training online does not mean that class sizes should simply be increased. Large groups can make interaction and participation more difficult and can result in a poorer learner experience.

Make sure learners can use the technology

Learners also need the basic technical skills required to participate.

This includes being familiar with the learning platform and being able to access and participate successfully in the learning activities. If learners struggle with the technology, the potential benefits of online learning become much more difficult to realise.

Choosing the right approach

Online training is not one particular method. It can include self-paced learning, live virtual training, webinars, videoconferencing and blended approaches.

My research shows that organisations are already combining different methods depending on their requirements. It also highlights that the technology itself is only part of the picture.

Choosing the right approach means considering who the learners are, what they need to learn, how they will participate, which elements should happen live or independently, and what support they will need.

The objective should not simply be to move training online, but to choose and combine approaches that create an effective learning experience.

About this research

This article draws on my original research into online training and Irish SMEs. The research examines how Irish SMEs are using online training, the opportunities it creates, the barriers to adoption and its potential to create competitive advantage.