Remote class: focus on best training practices

Remote classroom training, or virtual classroom, has become essential. Saving time (no travel) and being able to do it remotely are the two major advantages. But it is said that commitment is more difficult for the participants… True and false at the same time. Indeed, everything depends on the training practices deployed by the trainers to make the remote class dynamic and stimulating. So how do trainers ensure they keep learners’ attention? And how do they ensure their skills increase? Exploration of good practices with trainer Marine Gandouet.

Distance learning: adapted teaching methods

The work of John Medina, a professor at Washington State University, reveals that an adult's attention span decreases by 80 % after 10 minutes. In training, it is therefore essential to implement suitable teaching methods to capture the attention of learners and promote memorization.

Towards more active and collaborative methods

The more participants create knowledge themselves, the more they will experience, understand, memorize and transpose the information. The lecture/top-down method should therefore be used sparingly, especially in remote classes.

It is necessary to create a stimulating and effective learning environment. The trainer also becomes a facilitator.

3 levers can be used by trainers:

1/ Promote learner engagement
Example: gather their expectations, give meaning to the training, help them situate themselves in their knowledge and learning, transpose new skills to future professional activities, verbally promote contributions/participations, encourage them to ask questions, etc.

2/ Promote learner collaboration
Example: encourage collaboration by using collaborative work tools such as virtual whiteboards or online discussion rooms with an exercise where everyone has a role (time management, script, spokesperson, etc.).

Fostering an effective learning strategy with Triple A

It is the perfect ally for structuring and energizing training: Triple A. It is broken down into 3 phases: “Call”, “Input” and “Anchoring”.

Call

This phase allows activation, it aims to arouse the interest of learners, and/or to measure their level of knowledge on the subject to come.

Examples of making a “call”:

• Show a powerful image
• Start a brainstorm
• Take a survey
• Show a video
• Use photos and have one chosen (photolanguage)
• Tell an anecdote

Bring

This phase is that of acquisition. The key concepts, information or skills that learners must acquire are presented. In an active method, the trainer can prepare his course so that it is the learners who create the knowledge.

Examples of making a “contribution”:

• Explain key concepts with support
• Explore a case study together
• Make a demonstration
• Explore a custom deck of cards
• Do a search on the Internet
• Show a video

Anchoring

This is the application phase. It aims to help learners integrate new learning and makes it possible to check educational progress.

Examples of making an “anchor”:

• Scenario
• Roleplay
• Case study
• Quiz
• Exercise
• Various digital games to revise concepts (blank text, spinning wheel, crosswords, revision sheets, cards to sort by groups, etc.) See the site https://wordwall.njet

Funny Learning®

Funny Learning® offers a learner-centered pedagogy that allows everyone's needs to be met, even in very large groups.

This pedagogy is based in particular on the 4 learning preferences in a training situation: Observation, Action, Sharing, Reflection.

Everyone unconsciously has preferences for learning. Preferences that are different from one person to another. By default, a trainer may therefore tend to lead according to his own preferences. However, it must also take into account other preferences and adjust to those of the participants.

4 learning preferences

Good practice? Alternate learning preferences throughout the day using digital tools. Thus, each participant will benefit from training sequences adapted to their learning preferences.

Learner assessment and achievement of objectives: in remote class too!

If capturing learners' attention and facilitating memorization is important, checking each person's skills development is just as important, particularly in a virtual classroom.

3 key moments to evaluate

Beyond the 3 times dedicated to the evaluation, the expectations of the participants are a crucial element of the training.

The common thread of the individual expectations of the participants

This involves making the connection at different key moments as to “why” the participants are doing this training. On the one hand, this allows the trainer to give sense, and therefore motivate the participant to get involved. On the other hand, this allows it to better guide and personalize training over time. Two aspects which contribute to better achievement of objectives for participants.

here are key moments to collect expectations:

• At the start of the training: digital post-its, in chat, taking notes on the whiteboard or in a mind map.
• Throughout the training “make a common thread”: “where are you in your expectations? Where are you located? What do you need ? ". During distance training, the trainer can ask questions orally, use chat, or even use images or characters to help participants find their bearings.
• At the end of the training: orally by taking the notes of each participant and asking them: “what are you leaving with?” », “Where are you compared to your initial expectations, after 2 days of training? »

Remote class: making the most of interactivity tools

How do trainers choose the right digital tools in a virtual classroom?

The point of vigilance with digital tools is not to lose the connection and the attention of the participants. Or because the tools used are too numerous. Or because they don't know how to use the tool. Using too many tools or the wrong tool also risks making learning more complex. This is why the trainer does not choose them at random but to achieve a specific objective.

Which tool for which educational intention?

Educational aims	Examples of digital tools
Preparing for training in advance	Google Forms Forms DragnSurvey
Structuring training and encouraging follow-up	Padlet to display the complete lesson plan
Energising the group	Genially to create a serious game Wordwall with the random wheel: visual and sound effects guaranteed!
Introduce a subject (arouse curiosity, take the temperature of participants' knowledge)	YouTube to watch a video Edpuzzle for designing a video quiz Wooclap to create a survey
Provide content for participants with dynamic or punchy presentations	Genially for an interactive presentation or image Prezi to create an innovative presentation
Anchoring learning	Wooclap or Kahoot! for a quiz Post-it hummingbirds: participants write on digital post-its what they remember from the sequence

In a remote classroom, even more than in face-to-face training, the best training practices for participants emphasize engagement, collaboration and maintaining attention. The concept of Triple A (Call, Contribution, Anchoring) constitutes a guide for effectively structuring training. The Funny Learning® method offers a learner-centered approach adapted to different learning preferences. Evaluation is crucial at all stages of training. Finally, it is important to choose the right digital tools for specific educational intentions.