When classroom training is provided to staff dispersed in different geographical locations, they often suffer from constraints not found when training is done using Virtual Classrooms.
- Barriers to Participation
- – Transportation costs of participants in training sites limit the participation. .
- Visas are increasingly difficult to obtain, some applications are rejected.
These constraints do not apply to online learning in real time, only the cost of acquisition of an Internet-connected computer with sufficient bandwidth or a smart phone are required.
The fee for online training can often be more affordable (free or a few dollars an hour ) .
- Partial relevance of participation
In some cases, the training room is very expensive (several hundred dollars to over $ 1000 per day in some cases) . At this price, it is not possible to involve all members of an organization that may benefit. If only one or a few representatives of an organization are involved, the participation level is far from the critical mass required for a change in behavior within a team, department or organization .
And organizations do not always sennd a ” champion ” or a hierarchical leader or influencer who, on his return from training , can mobilize colleagues to their ownership also learning.
Since, online training in real time is much less expensive ( tens of $ per hour session ) , participation is much more accessible and affordable training. It is thus more economical and faster to engage a critical mass of participants that can more easily implement the ideas in their respective practices in the workplace .
- Impact of training related to expert ratio / participant
Training sessions are often held in room with large groups ( several dozen people in a hotel room). The pedagogical approach used in these circumstances often proves to be rather conference style , a monologue of the trainer, a few short interactions of questions and answers, almost no exercises or returns on learning.
By cons , online training in real time has an array of interactive tools (emoticons , survey and test results in real time , chat with presenters and between participants , whiteboard, annotations , screen sharing , co- presenters , editing in applications participants subdivision into sub- groups , dissemination of electronic documents to upload, video, links to websites ) .
If these functions and tools are used with relevance timely, it greatly enhances learning by doing, formative assessment and the application of learning in the workplace .
- Limited impact of the application of learning in the workplace
On their return to classroom training , participants are often left to themselves to train their colleagues. Indeed, when participants return to their place of work, to in turn train their colleagues , they must develop their own courses and deliver them in masterly fashion, which is not enough to develop real skills .
Using online learning in real time, you can easily and quickly organize sessions post-training . During these sessions , the facilitator training or specialized coach transfer of learning post-training may inquire from participants about their difficulties and their application challenges of learning in their workplace as well as in mobilizing their colleagues. Support for this can be provided to them and possible solutions can be quickly developed and supervised online during several subsequent sessions .
- No organized network monitoring and exchange
Following classroom , once back in the workplace , participants who wish to continue their learning through discussions among themselves and with experts must do so through their own initiatives and resources.
To assist participants in the continued application of their learning , developing their skills in single mode as a collective , it is relevant and effective to use a web platform social network. This platform contains the professional profiles of each of the participants in the training , skills and interests. The administrator of the platform and the participants can create groups, knowledge bases , including upload documents, videos, links to websites, feed frequently asked questions, identify materials and experts to improve in joining a virtual twinning program with an existing employee . This information is easily accessible as well as the interactions between the participants promote the updating of their knowledge , their skills and their professional network, more guarantees success of individuals and their organization .
Considering the constraints of conventional training room , training online in real time proves an obvious choice to organize and deliver faster at lower costs more events learning solutions that will develop skills more dynamic and interactive. Coupled with a web platform for social networking, skills development is more dynamic, rich and varied cognitive information relevant and sustained social interactions.
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Saba solution for online training are real-time