I’m actually on a panel next month to discuss effective engagement in virtual classroom environments for industrial and petrochemical manufacturing organizations. I have quite a bit of history with virtual classrooms that continues on now. Below is me and Wendy working on a virtual classroom that we delivered for our organization.
Most of the content my organization delivers is very short and quick... sometimes less than an hour. The longest course we have is for five days. It is very difficult to find ways like discussion posts which are so critical for learning and have the trainees reflect on the content after the course. When you deal with a college course, where the content is spread out over several weeks and months, it makes more sense to use technology for discussion and self-reflection.
That being said in some of our courses, especially those that last less than a day, we have chatbots that the trainees can use to help reinforce the content immediately upon delivery. We are also experimenting with VR to augment training. Those chatbots or VR exercises would not be very effective in a course like this one.
However, if I was going to suggest one piece of technology that more than anything else would help classes with long-term memory development I would have to say spaced iterative learning or microlearning. We have been using microlearning technologies to interact with trainees after the training to help reinforce the training objectives after the initial block training is delivered. We’ve tried microlearning for the initial delivery system with less than spectacular results. Also, we are testing our trainees with these microlearning reinforcement moments so they have to re-engage those memory cells and make more resilient memories.
Microlearning applications that break down block learning into smaller chunks and deliver it directly to the trainees at times when they have more capability to focus on the training help reinforce learning objectives far more than any other technology.
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