{"id":27923,"date":"2020-04-14T15:01:54","date_gmt":"2020-04-14T15:01:54","guid":{"rendered":"https:\/\/www.edutrainment.com\/how-does-a-good-live-online-training-session-work-delivery\/"},"modified":"2026-02-27T17:55:20","modified_gmt":"2026-02-27T17:55:20","slug":"how-does-a-good-live-online-training-session-work-delivery","status":"publish","type":"post","link":"https:\/\/www.edutrainment.com\/en\/how-does-a-good-live-online-training-session-work-delivery\/","title":{"rendered":"How does a good live online training session work? Delivery."},"content":{"rendered":"\n

Third and final part of the series \u201cHow does a good live online training<\/a> session work?\u201d Today: What to consider when delivering such a training session. (Part 1<\/a>: The difference between a web talk, webinar and live online training \/\/ Part 2<\/a>: Preparing for a live online training session)<\/em><\/p>\n\n

Our live online training<\/a> sessions currently usually last four hours. That is quite demanding, and my impression is that participants are sometimes even more engaged\u2014and above all more attentive and focused\u2014than in an in-person event. To maintain this focus and attention, it is necessary to keep the learning modules significantly shorter and to switch between different methods much more quickly than in in-person formats. <\/p>\n\n\n\n

I believe the key at the beginning\u2014especially for many of us who are only now getting started with this format\u2014is to present the format as completely normal. We do everything here that we would otherwise do as well. My colleague J\u00e9r\u00f4me Adjall\u00e9<\/a> gave me this simple explanation. The \u201cJ\u00e9r\u00f4me opening\u201d then looks like this: <\/p>\n\n

Hello and a warm welcome to the live online training. You all know this from a regular training session: there is a flipchart, there is a pinboard, from time to time you get tasks, and we do role plays. We do exactly the same here in this live online training. Basically, just like always. <\/p><\/blockquote>\n\n

That\u2019s it. No long-winded explanations about how you will now try to work as similarly as possible online, etc., etc. Because that is already an apology in advance. <\/p>\n\n

Introducing the trainer is just as much a part of it as reviewing the agenda\u2014but much shorter than in in-person training. The agenda can be presented on a flipchart in exactly the same way as it might otherwise be done in training. <\/p>\n\n

\"Live<\/figure>\n\n

The training begins<\/h2>\n\n

Then you can continue with an initial interview exercise to get to know the participants, check expectations, clarify specific goals\u2014perhaps even already with a division into breakout rooms. This is helpful so that participants can first get to know the format. After ten minutes you come back together, the results are collected and perhaps already visualized on a whiteboard. You can use Mural again for this, or any other whiteboard tool. <\/p>\n\n

Then the training begins\u2014depending on the content\u2014with short input segments and lots of practice. Depending on how comfortable participants are with media, the microphones can often all be left open. With a group size of a maximum of twelve participants, that is possible from time to time. It is also much more pleasant for the trainer than when everything is always so quiet during participants\u2019 contributions. As trainers, we should (and want to) create a bit of a stadium atmosphere, so to speak. <\/p>\n\n

Role plays, exercises, small-group work<\/h3>\n\n

You can upload backgrounds in Zoom in advance so that you can quickly switch between different backgrounds. At Edutrainment, we very often use backdrops in in-person training for certain presentations and role plays\u2014for example, a quiz-show background for an exercise on controlled dialogue in communication training. And I can now use exactly that background perfectly in Zoom. It looks professional and is fun. <\/p>\n\n

\"Live<\/figure>\n\n

If I split the group into small groups, I can join the different groups\n\u2014just like in an in-person training session\u2014during the exercise\nand drop in. Here I can then provide targeted feedback or\nsupport. <\/p>\n\n

For role plays or trainer demonstrations with individual participants, everyone else turns off their camera, and those doing the exercise together are the only ones visible on one screen. <\/p>\n\n

Even working with actors for role plays is possible live online and should be recorded for later use in the further course of the training. We have had good experience with Screecast-O-Matic<\/a>. Specifically for this, a second technical moderator is, in my view, absolutely essential. <\/p>\n\n

You can add variety, for example, by sending the group special materials by post in advance\u2014envelopes containing tasks or objects. This increases anticipation and creates variety. It also brings the topic of haptics and learning through hands-on experience into the online training. <\/p>\n\n

\"Mural\"<\/figure>\n\n

For all our topics, we also have the content on haptic\nlearning cards. We can in turn use these digitally on the whiteboard and\nreview content again, making participants aware of the importance of this\ncontent. <\/p>\n\n

Flipped classroom in online training<\/h3>\n\n

Flipped classroom formats are also possible in this way: the groups receive material, work through the content, and then present it briefly. Anyone who can scribe or draw well digitally can connect a drawing pad. There is also the option of playing music from your own computer in the background. In short, the possibilities are absolutely diverse\u2014really just like in any in-person training. <\/p>\n\n

So anyone who already delivers high-quality didactics in in-person training, engages all the senses, and turns participants into contributors\u2014what I often call moving from participant to proticipant<\/a>\u2014who also develops content themselves, will find that live online training works just as well. The results of group work can even be documented better online, for example. Instead of the whiteboard, you can work directly in shared documents, so that afterwards the documentation of all results is immediately available digitally and professionally. <\/p>\n\n

Our learning cards always include a summary and questions on the respective topic for a learning quiz. I can use these questions 1:1 for a Kahoot quiz. That way, I have a few quiz questions for each topic. <\/p>\n\n

\"Kahoot\"<\/figure>\n\n

A strong overall didactic concept creates flexibility<\/h2>\n\n

So anyone who has a smart overall didactic concept and\nalways pre-produces their content for the different formats can\nuse it with maximum flexibility in live online training. This applies not only\nto the usual soft-skill training on leadership, communication, sales, etc.,\nbut also to technical training. Here, the formats are often still quite monotonous and boring even in\nin-person training, so that it\nis actually more of a seminar\u2014often just endless slide presentations with\nQ&A sessions. That does not work as an in-person format, and online it is\nof course an even greater imposition\u2014one that people can escape from more quickly\nbecause they can do many other things on the side. <\/p>\n\n

However, anyone who delivers a truly interactive live online training<\/a> in the Edutrainment format keeps participants maximally engaged. Our Training Promoter Score was always just under 9 last week. We can live with that\u2014and you will be able to in the future as well. <\/p>\n\n

\"TPS\"<\/figure>\n\n

How demanding is a live online training session like this? <\/h3>\n\n

Quite demanding\u2014both for the participants, who stay focused and are then somewhat exhausted after four hours (and are allowed to be), and for the trainer. There are few breaks in four hours. When participants have a ten-minute break, for the trainer it means quickly coordinating with the technical moderator, perhaps preparing the next quiz, quickly drawing or coloring a chart. In in-person training it is the same: as a trainer you hardly have any breaks yourself. <\/p>\n\n

\"Live<\/figure>\n\n

In this respect, two 4-hour formats in one day are a challenge for the trainer. Five days in a row with two such live online training sessions per day would be difficult to sustain. Clients will have to learn that live online training is by no means cheaper than a live in-person training<\/a>\u2014perhaps even a bit more expensive\u2014because if it is truly interactive, a second technical moderator is almost essential. This could potentially be offset by the trainer\u2019s usual travel and accommodation costs. And the company still saves the participants\u2019 travel costs. <\/p>\n\n

[note note_color=”#f9f9f9″ text_color=”#333333″ radius=”3″] Would you like to have a live online training session delivered for your company? Get in touch and let our experts advise you. <\/strong><\/p>\n\n

Get certified as an online trainer<\/a><\/div>\n\n

[\/note] <\/p>\n","protected":false},"excerpt":{"rendered":"

Third and final part of the series \u201cHow does a good live online training session work?\u201d Today: What to consider when delivering such a training session. (Part 1: The difference between a web talk, webinar and live online training \/\/ Part 2: Preparing for a live online training session) Our live online training sessions currently […]<\/p>\n","protected":false},"author":2,"featured_media":27866,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[189],"tags":[264,312,265,333],"class_list":["post-27923","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog","tag-live-online-training","tag-online-learning","tag-training","tag-training-format"],"acf":[],"yoast_head":"\nHow does a good live online training session work? 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