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For some years now, and even more so in the wake of the health crisis, there has been a trend towards digitizing training programs, at least in part. More and more hybrid and even totally digital training courses are available on the market.
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Digitalization is playing an increasingly important role in the world of training, at different levels depending on the course.
Most often carried out via a videoconferencing tool, synchronous distance learning enables learners to meet up with their trainer live, as if they were in a classroom, but from the location of their choice. Video-conferencing tools enable the trainer to work with learners from all over the world, and geographical distance is no longer a concern. The trainer uses digital tools such as screen sharing or digital whiteboards, and it is usually possible to record sessions for the learner to review.
This is generally the mode adopted by online schools, which have abounded on the market in recent years. It is often useful to combine a virtual classroom with a sharing platform between trainer and learner, so as to be able to transmit all the necessary documents to the latter. This also enables the learner to upload documents, such as homework assignments or self-study exercises.
Furthermore, with the proliferation of virtual classrooms has come the emergence of digital textbooks, particularly used in the language training sector. This enables trainers and learners to use a textbook in the same way as they would in a classroom, but the latter is totally digital and records any modifications made digitally. Audio documents are often integrated, saving time and simplifying the process.
More and more organizations and independent trainers are offering asynchronous digital training courses. Learners have access to a platform where they can find all the content, often in the form of videos and downloadable documents. They then study the content at their own pace, and pass assessments, often in the form of quizzes. It is also possible to create tasks to be shared in a collaborative space so that the trainer can see them and provide feedback.
In most cases, learners have access to synchronous work time with the trainer at least once per course: a videoconference, feedback on the tasks requested, etc. This sharing time with the trainer may be individual, but is also sometimes a moment of exchange with the group of learners, during which everyone can express their feedback, difficulties and ask the trainer questions. This time of sharing with the trainer can be individual, but it can also be a moment of exchange with the group of learners, during which everyone can express their feedback, difficulties and ask the trainer questions.
The aim of fully digital, mostly asynchronous training courses is to let learners take charge of their own learning. They can learn at their own pace, whenever and wherever they want. The trainer must nevertheless ensure that he or she is present and able to follow the learner’s progress.
Some organizations have chosen to make their training courses hybrid. This means that there is a face-to-face part, and a distance learning part. For example, there are training courses that alternate between face-to-face content and tasks to be carried out remotely via a digital workspace. The advantage of this type of training is that it makes learning more dynamic, and keeps face-to-face sessions to a minimum, which can save time.
This type of training is particularly popular in the flipped classroom. The flipped classroom is a pedagogical technique in which learners are asked to familiarize themselves with theoretical content, often in the form of videos or PDFs, and then put into practice in the classroom. It’s a reversal of the classic learning mode, in which theory is learned in class, and practical exercises are done at home. This allows learners to prepare at their own pace, before putting their new knowledge into practice under the watchful eye of a tutor or teacher who can help them if the content has not been properly assimilated.
Digitalization in the training sector has become increasingly important in recent years, for a number of reasons.
If digital technology was already gaining in importance before 2020, the health crisis has obviously increased this phenomenon. With successive confinements, it was difficult for training organizations to pursue learning paths without resorting to distance learning. That’s why, over the past two years, many organizations have taken a closer interest in this training method. Many have chosen to offer their learners video-conferencing courses, to replace face-to-face training without totally changing their modalities. Others have taken the opportunity to discover or develop entirely digital, mostly asynchronous training courses. Whatever the case, there has been a veritable explosion in 100% distance learning. According to an ISTF survey carried out in 2020, 31% of respondents were planning to make their training offer 100% distance learning, compared with just 18% in 2019. On the corporate side, more and more managers now see distance learning as a viable and feasible option for training employees.
Over and above the impact of the health crisis, distance learning offers learners and training organizations greater flexibility. Distance learning makes it possible to overcome geographical limitations. Learners can choose a training course offered by an organization far from their place of work or residence, but which is better suited to their needs; and organizations can work with companies and learners throughout France, and even worldwide in some cases.
Finally, with asynchronous digital training, the learner has total freedom as to when he wants to take the course. They can train at the time of their choosing, without any constraints, as long as they have access to the platform with the content.
Distance learning offers many advantages. However, it is essential for training organizations to remain cautious and avoid falling into the pitfalls it presents, or risk seeing their training courses become less effective, less efficient and less useful for learners.
Regardless of the type of distance learning, you shouldn’t assume that it will be easier to set up than face-to-face training. In fact, the same attention must be paid to both types of training. Distance learning must address the same issues, have measurable operational objectives, and enable learners’ learning to be verified at the end of the course. It is also essential for the organization to have a technical team available to intervene in the event of a problem with the platform. Learners need to be able to get help and support quickly if they need it. The content of digital training courses must be as up-to-date as that of face-to-face training courses, and must meet the needs of learners. Training preparation therefore remains the same, except that certain modalities and the tools used change.
When it comes to asynchronous digital training, care must be taken not to alter the quality of the content. Indeed, too many organizations and trainers give in to the temptation to simply improvise the videos made available to learners. This lack of preparation and editing generally leads to a lack of interest on the part of learners, and complicates the learning process. What’s more, the value of the training can be altered: effective training is designed around the objectives to be achieved, and each part must enable the learner to enhance his or her skills and progress towards these objectives. Improvised content will not ensure logical and effective progress. It’s also important to offer interactive content between videos, so that learners are active and in control of their learning.
Another easy mistake to make is neglecting learner follow-up, particularly in asynchronous distance learning. By definition, learners all have access to the same training and the same content, so the training is designed to suit as many people as possible. However, each learner remains unique, and may encounter specific difficulties. It is essential to ensure that learners have access to personalized follow-up. This can take the form of video-conferencing appointments, tasks to be completed and submitted in a collaborative space, on which the trainer can make specific and unique comments and clarifications, etc.
Learner follow-up is essential if training courses are to be useful and effective, and the same applies to any feedback learners may have. It’s important to question them regularly, and to take into account both positive and negative feedback. Distance learning poses specific and sometimes difficult problems for organizations new to distance learning: technical problems with equipment, the use of digital tools and content dedicated to digital training, and so on. That’s why it’s so important to take all feedback into account, and to adopt a continuous improvement approach.
To deliver distance learning courses, it is necessary to use a platform on which the learner and trainer can connect.
If you deliver virtual classes, you could opt for a Zoom, Teams or Google Meet account, for example. If you also want to benefit from a collaborative sharing space, you can invest in sharing software with an integrated virtual classroom.
For asynchronous training, you’ll need a platform where learners can discover, view and/or download content. You can also invest in a sharing space if you want them to provide you with documents and deliverables.
In any case, the choice of your digital platform is essential. It’s the learner’s main interface, so it must be ergonomic and practical. They should be able to find everything they need. On the other hand, it’s not advisable to opt for a platform with too many options that you don’t need. Apart from the increased financial cost, it will be difficult for learners to understand how the platform works and to find the tools they need.
It’s a good idea to take the time to find the best platform and/or software. You can compare several of them, and don’t hesitate to take advantage of the free trials offered by some of them.
While digitalization is becoming increasingly important in the world of training, many organizations and trainers are not making use of it. However, it’s important to take an interest and keep an eye on developments, for a number of reasons.
First of all, digital training gives rise to the creation of new pedagogical tools. Some of these tools can even be used in face-to-face sessions to make training more dynamic, so it’s a good idea to include them in your pedagogical watch.
In addition, as distance learning grows in the market, we need to take it into account to understand its evolution and the needs of learners. This can help you verify your market positioning.
And while it’s certain that digital and distance learning courses will continue to grow in importance, some organizations are even beginning to take an interest in content in the metaverse! Indeed, a number of virtual and augmented reality training courses are emerging, including one for nursing staff currently being designed by the Simango company. This may well be the next stage in the digitization of training courses, in the not-too-distant future.
