We’ve all shifted from face to face to online, especially when it comes to learning and development. I’ve done my share of posts to help many survive and succeed in this area, but this time I’d like to share some lessons I’ve learned along the way.

LESSON #1 IN ONLINE, WE’RE MORE ENTERTAINERS FIRST BEFORE LEARNING AGENTS

One of the first traps in online learning is mimicking the face to face experience. Often, facilitators try to mirror their face to face courses into the online space, not realizing that the cognitive load is not the same.

In face to face, our brain is used to processing the classroom quickly. With our peripheral vision, we can assess participant reaction, attention and engagement in an instant.

In online, it is not as easy to do the same; we need to confirm reaction, attention and engagement on cadence. If we don’t, we may lose out on participation. Thus, the entertainment angle.

Learning demands emotion and energy, and since that can be harder due to the friction of online, we need to be inspiring, entertaining, and personality-driven to establish emotional connection with students, at scale.

LESSON #2 IN ONLINE, WE NEED TWICE THE ENERGY WE CAN MUSTER

Which brings us to the next lesson. As facilitators, learners look up to us to set the tone for the online class. By how we speak, how we act, and how we orchestrate the online lesson, we create engagement and energy.

To be 100% focused and full of zest online, it is best to exaggerate. Deliver your material with energy and volume well beyond what would be appropriate for a smaller audience.

Doing this can sound depleting, but I learned that having energy can be contagious and can improve your audience’s otherwise unescapable experience of being online. So instead of exhaustion, I get energy as well; as I engage, they’re engaged.

LESSON #3 IN ONLINE, EXERCISE CONTROL TO BE ORGANIC AND RANDOM

That might sound counterintuitive, but managing the flow of your online event can direct participants to your intent, thereby encouraging them to be more focused on when and how they will participate.

For example, telling your audience when and how they will participate gives them a sense of cadence in their involvement. They will also be more careful picking out the moments of your course that are relevant for them.

Also, a sense of structure indicates to your audience how you’ve carefully constructed your session, earning their trust and appreciation of your regard for them as learners.

These are just some of the lessons that I’ve picked up from conducting virtual events. Exercising these have allowed me to witness meaningful online sessions where the audience don’t feel removed, but rather involved even if they are participating virtually. What about you? What lessons have you learned? Feel free to share!