Perspective Chapter: A Firm Belief in Online Virtual Learning Environment

Abstract

Because of today’s technology, understanding the components of online learning facilitation also requires an essential understanding to transfer knowledge, skills, and abilities (KSAs), especially within the adult learning classroom. Remote learning has become a way of the world, especially within academic and business environments. From new hire training to corporate leadership concepts, anything and everything with a topic have a premise for the many types of online learning environments. Even early childhood learning is benefiting from online learning. Virtual learning conceptually has many facets of user operation, such as virtual-led learning, eLearning, on-demand, and cohort-style learning environments. Within this scope of one form or another, transferring knowledge, skills, and abilities (KSAs) is vital to learning exchange. Therefore, those responsible for ensuring delivery must become subject matter experts (SMEs) using the online platform to extend a likeness of an actual brick-and-mortar face-to-face+ classroom. This chapter brings the concepts from principles to the practice of online virtual learning environments.

1. Introduction

There is a belief among learning and development professionals that anything delivered in the classroom may also apply to the delivery in a virtual learning environment [1, 2]. Amidst opinions, some may also argue that face-to-face offers the ideal learning experience. However, research has explained the comparisons between virtual and traditional classroom learning, where statistically, learning from a virtual environment has better learner performance than face-to-face classroom instruction [3].

The background to support virtual learning as a broader option to extend learning with newer technology approaches is discussed. Due to the ingenuity of the bells and whistles within online platforms allows the learning delivery to evolve usual and customary teaching techniques continually. Therefore, we can thank the software and web-based developers in our current culture for thinking outside the box and listening to the end-users for making the improvements. Likely, we could imagine that more will come into our learning and teaching world as technological advancements progress into the future.

This author agrees from first-hand experience that the outcome of virtual learning weighs heavily on the ability within constructs of learning delivery, even for each generation population. Supported by many other studies, this premise is substantiated, including how adaptation is critical to successful learning delivery outcomes [4]. This chapter shares how adopting virtual learning is a practical concept from the new methods that abound each coming year to teach others how to achieve equal or better success.

This chapter furthers the readers’ understanding of how the dynamics of the virtual platform tool impact the learning of all who participate. Although an entirely different delivery method from a face-to-face encounter, virtual environments also meet the agile framework of learners in general. The chapter aims to recognize how virtual learning is an enhanced learning experience for all ages and each type of learning delivery.

1.1 Background support for virtual learning

From the onset of virtual learning, concerns embracing the value of this alternative have raised pros and cons among educators, students, parents, and scholars alike. As with most new technology resources or advancements, it raises concerns from users and other advocates to ensure good probability with new methods. The premise of receiving an education through technological means had many taken aback initially about the effectiveness versus traditional classroom face-to-face instruction. Wilson (1996) describes a virtual learning environment (VLE) as a self-contained computer-based learning environment accessed by a web-based platform using various technologies as tools to support a learning environment much like the traditional classroom [5].

Initially, there were concerns that the human element of direct connection and communication would be absent within a virtual learning environment among the doubters, having misconceptions about real-time contact and prompt feedback to students. The same especially came when Massive Online Open Courses (MOOCs) first hit the scene [6]. However, as the web evolved, so has the experience from lessons learned for virtual learning. Aspects of approach and preparation for both the facilitator and learner are necessary to know before attending a virtual learning session [7]. Leon Ronzana, an assistant manager of organizational development at American Honda, concurs with advanced learning implements a culture change for any type of online learning, which requires planning, communication, and persistence [7]. When American Honda set out on the new excursion of virtual training scopes, they indicated they learned a lot of pros and cons from offering a virtual online option [7]. When in hindsight VLEs expand the space of learning broader with technology, interaction, and control [8]. Authors have supported that technology helps to increase teacher/student interactions [8, 9, 10]. The misconceptions about an alternative learning platform can be overcome by deploying instructional strategies to remove any barriers to attain learning goals [11, 12], which are discussed and shared further in this chapter.

1.2 Research topic

The background on virtual learning leads to a research topic of expending strategies to transfer knowledge, skills, and abilities in virtual learning environments in attaining learning goals. However, equally important to understand are the do’s and don’ts. The University of Illinois (UI) identifies the strengths of online learning on this eLearning program website [13]. The UI site promotes anywhere, anytime, at any pace to an asynchronous learning opportunity [13].

Basically, to learn virtually, all you need is a device with an Internet connection, plus a willingness to a freedom of learning participation without physically being present. Online learning (virtually) provides for a dynamic interaction between instructor and student while being among other students. The format delivers a come-as-you-are approach to form a synergetic structure to contribute and take part in the wholesomeness of other learners. However, constructs must be in place to make a virtual learning environment successful. This chapter is to identify and inform those techniques for VLE delivery. Let us take a moment to learn about some key terms and references regarding VLE.

1.3 Learning relevant key terms

The first of the key terms within learning environments is the reference to those individuals who teach and instruct others. In academia, we find titles of Teachers, Instructors, and Professors. In business, there are a few commonly used titles of Trainers and Facilitators from their human resource departments for job role instruction. There are also areas for leadership-led topics, seminars, and conferences that reference topics led by a Presenter. Conceptually, each of these terms is all the same quest to teach others, as a means to transfer some form of knowledge, skills, and abilities (KSAs).

The second of the key terms is the actual learning environment. A learning environment can be defined as the place where learning conveys the KSAs onto individuals, as the chapter progresses specificity to the different types of learning environments and their descriptions in length.

A third key term relates to the delivery method of learning. The chapter will share a compare and contrast to the differences between training, facilitation, and presenting. Basically, all convey a degree of KSAs, but within the delivery constructs, the focus implores how much the instruction-to-learner interaction is applied or expected.

The chapter further describes and defines several other key terms as they are relevant to each section within an orange box.

1.4 Studying the problem

This topic of virtual learning has triggered many in the profession both academia and business to seek for a resolve of acceptance to this form of learning transfer [14]. Those who are stewards of a learning and development profession realize how valuable technology has supported alternative means of teaching others. However, even some within the profession still struggle to embrace the technology at its fullest capacity. The latter is primarily due to availability to learn something new rather complete opposition [15].

Academic institutions, businesses, industries, and others have mixed reviews on moving into some version of virtuality for educational purposes [16]. In retrospect, each of these entities is likely using a software program within their specificity for one reason or another. We could say that everyone has at least a cellular phone these days; in fact, over 91 percent of the global population use a mobile device (visit https://www.bankmycell.com/blog/how-many-phones-are-in-the-world). Technology has encompassed a good majority of our personal and business lives. Learning is no different when in the use of technological means. However, there is still a resistance to deploy, even beyond cost and benefit. A cognitive deduction rests with belief in virtual learning environments. An article written for Frontiers in Psychology addresses the learning beliefs regarding virtual learning modalities. Within this article, a study of university students and instructors found that the origin of self-efficacy warrants the belief system for a person’s learning [17]. Basically, believe that you can learn from any type of learning source or not. For this author as a personal witness, concurs with self-efficacy beliefs. Several individuals lack the fortitude to embrace technology as a whole, and it is not even generational, for the individuals known to this author range from mid baby boomer, gen X, and millennial. Therefore, a quandary of individuals, having a limited or no belief where they cannot acquire the same transfer of KSAs within a technological delivery that can only be achieved by learning within an actual brick-and-mortar classroom, presents a gap in the literature as to what is the cause. Thus, this chapter hopes to alleviate that concern and supply a clear basis; no matter the subject matter within a physical classroom can also convey the same subject matter in a virtual classroom.

Several studies have supported the firm belief in virtual learning. The research is to seek support to the conveyance of KSAs virtually equal to the classroom. The literature shares a vast support into all the outward concerns, there appears to be no argument among authors and researchers about the technology, feasibility, structure, and so on.

The time is now for entities to join those on the band wagon of virtual educational resources. An added commentary to this research is that no one has ever stated to reduce, exclude, or stop any physical classroom instruction, seminar, workshop, conference, and the like. Moreso to have an acceptance that full learning spectrums and reaching optimum learning goals are not compromised, if executed virtually. Consideration to embrace new approaches to the collection of avenues delivering learning does require different skill sets by those who instruct on topics. Thus, a learning curve for both instructor and learner is no doubt going to be a necessity.

1.5 Motivation for this chapter

The overall motivation for this chapter is to have the means to convey learning with alternatives to meet the needs of all learners and learning situations. An example is a business where customer service agents are readily available for inbound calls. From the business perspective, time is money and customer-centric support services are vital. Having the agents off the phones for an extended amount of time likely would affect call volume and hold times for the customer. To remove the agent into a classroom environment means extra time to arrive, partake, and return to the job. Since every minute counts in the business, a virtual choice right from the agent’s desk would alleviate the extra time and, thus, reduce the backlash of customer support complaints. One could argue there are many distractions within the call center environment for an agent to learn subject matter cognitively. However, the argument would not sustain if the business used proper learning strategies to convey KSAs. At the same time, policy and procedures can be explored to minimize the distractions without causing more cost-related concerns. Learning and development professionals with experience within virtual learning environments have a conglomerate of resourceful methods and tools to meet such learning needs virtually.

2. Literature review

On a quest to research the initial onset of virtual learning using a data search of publications from 1983 to 2000 has presented over 7100 results in ProQuest. From the abundance of journals, articles, and other sources, those from scholarly journals lead the way with 97 percent of the resources. Using this date range considering that the Internet did not become available to the public until 1983, and the first online educational programs emerged in 1989 from University of Phoenix using CompuServe (visit https://www.onlineschools.org/visual-academy/the-history-of-online-schooling). From this same website, Jones International University established the first fully web-based distance learning online programs in 1996. Clearly, online learning is not a new concept. A polarizing effect has occurred online to significant virtual realities for essential learning scopes worldwide since this inception [18, 19, 20].

There is a difference in the delivery of online versus virtual. However, conceptually this form of learning takes on a direction as an alternative source, not necessarily a replacement for the physical classroom [21]. This also renders concerns if one learning environment is better than another. The literature is not one-sided to state either is better than the other; however, several studies do promote how all technological learning platform outcomes can be supported to meet learning objectives, as they do in the traditional classroom [21, 22, 23, 24]. To understand the learning delivery in these environments it is necessary to value their existence.

In addition, there are thousands of online articles from a Google search on the value of virtual learning environments. It is evident that solution, strategy, enhancement, engagement, confidence, benefit, impact, importance, and value are all the benefits that coincide with the familiarity of learning in a capacity made necessary for alternative learning choices. The Drexel University School of Education, located in Pennsylvania USA lists the top ten benefactors of an online course in a virtual environment: Flexibility, Reduced Costs, More Free Time, Increased Course Variety, Career Advancement Opportunities, Increased Collaboration, Personalized Education, Enhanced Time Management Skills, Immediate Feedback, and Repeated Access to Course Materials (visit https://drexel.edu/soe/resources/student-teaching/advice/benefits-of-online-and-virtual-learning/). These listed advantages allow learners to control their education journeys. Even pedagogy learners receive the same advantages, plus: Learn at your Pace, Improved Technology Skills, and further gamification for engaging learning strategies [visit https://www.prodigygame.com/main-en/blog/benefits-of-virtual-learning/ and https://leadschool.in/blog/learning-at-home-one-of-the-many-advantages-of-a-virtual-classroom/). Throughout this chapter, general concepts of learning principles and learning delivery methods are shared to establish the foundations to meeting learning goals.

The transfer of knowledge, skills, and abilities (KSAs) is formative attributes necessary for learning to take place. Those who are learning instructors require the skillsets to convey KSAs regardless of the learning environment. However, in the ever changing landscape of learning delivery options, advanced skills are necessary for the instructor to acquire to convey successful learning objectives (visit https://elearningindustry.com/virtual-classroom-why-future-online-learning) also found in studies deemed crucial to reliable and quality standard of a task-technology delivery [25, 26]. The literature is clear on these premises of what strengths are needed to be supported in learning delivery. There is also competing and contrasting views to the trend of alternative learning scopes offered by academia and business organizations globally. The developments within virtual, online, and eLearning spectrums insist upon employing strategies to avoid pitfalls and use better practices [27], whereas a solid suggestion of promoting effective delivery within virtual learning environments acts upon the instructor’s treatment of learners by changing the way learners embrace and comprehend the subject matter and ultimately acquire the KSAs with cognitive presence [27, 28].

Therefore, collectively to fully acquire the information about virtual learning environments takes a premise of technology conceptualization, being abreast of commonly used KSAs for the conveyance of learning subject matter, and the learning delivery modality and the skills necessary for its operation. Further in this chapter, this information is shared with narrowing points of reference for practical application.

3. A methodology to support VLE

Within the context of the articles and studies in support of virtual learning environment (VLE) one particular methodology was found to be relevant to this chapter as it encumbered each of the characteristics and necessary attributes for which this chapter discusses. The study by which Webster and Hackley 1997 [26] employs was the most thorough with regard to the teaching effectiveness in a technologically mediated distance learning delivery, embracing such aspects of the implementation of modalities, communication, information exchange, learner experience, self-efficacy, and overall learning outcomes. The hypothesis is organized categorically:

Technology characteristics measure both reliability and quality.

Hypothesis 1. The reliability of the technology used in distance learning should relate positively to learning outcomes.

Hypothesis 2. The quality of the technology used in distance learning should relate positively to learning outcomes.

The next category is face-to-face instruction versus any technology medium rendered first to those in the classroom.

Hypothesis 3a. Students will perceive the technology used in distance learning to be a less rich medium than traditional, face-to-face instruction.

Then, students in the classroom with blended environments have both face-to-face and technology versus 100% remote learning;

Hypothesis 3b. Students at origination sites will perceive the technology used in distance learning to be richer than those at remote sites will perceive it to be, continuing with an actual instructor-led virtual environment versus eLearning courses;

Hypothesis 3c. Students in courses using full-motion video will perceive the technology used in distance learning to be richer than students in courses using compressed video will perceive it to be.

Lastly, those students strictly only consider online learning courses;

Hypothesis 3d. Students will report higher learning outcomes to the extent to which they perceive the technology used in distance learning to be rich.

Addressing instructor characteristics is a categorical measure.

Hypothesis 4. To the extent that instructors have positive attitudes toward the technology used in distance learning, students will likely experience more positive learning outcomes.

From here, the instructor’s teaching style and interaction become crucial to learning success;

Hypothesis 5. Students will experience more positive learning outcomes from technology-mediated distance learning with instructors who exhibit more interactive teaching styles.

There is also the instructors’ abilities and task competency using the technology;

Hypothesis 6. Students will experience more positive learning outcomes from technology-mediated distance learning with instructors who exhibit more control over the technology.

Course characteristics such as the number of students and interactions between students during distance learning course delivery (based on 1997 a lapse in two-way video capacity. This may not be relevant in current day technology and could rephrase the hypothesis to suit today’s technology);

Hypothesis 7. Students will experience more positive learning outcomes in technology-mediated distance learning courses with fewer student locations.

Student characteristics vary in their on-screen actions, and some may be more reluctant to participate than others;

Hypothesis 8. Students who are more comfortable when their images are displayed on a screen will experience more positive learning outcomes from technology-mediated distance learning.

Lastly, social influence suggests classmate attitudes affect learning outcomes;

Hypothesis 9. To the extent that classmates have positive attitudes toward the technology used in distance learning, students will experience more positive learning outcomes.

3.1 Methods

The study instituted a mixed method of both quantitative and qualitative data. A questionnaire was administered to random students, with a 69 percent return of completed surveys. In addition, observance to both face-to-face classroom and remote classes took place and recorded the virtual learning environments with informal interviews with both students and instructors to gather further feedback from open-ended commentary.

3.2 Measures

The questionnaire used a seven-point Likert scale from strongly disagree to strongly agree. The questionnaire was evaluated for validity and approved by the university steering committee evaluation. Reliability gave consistent internal Cronbach alphas for all scales.

Variables identified are listed to their categorical hypothesis for dependent and independent means. Several variables were adaptations from other studies, and the article renders specifics to each applied.

Independent Variables of:

• Reliability of the technology

• Quality of the technology

• Perceived medium richness

• Instructor’s attitude

• Teaching style

• Control over the technology

• Number of student locations

• Comfort with image

• Classmates attitude

Compared to the following dependent variables for each of the Independent Variables listed above:

• Involvement and Participation

• Cognitive Engagement

• Technology Self-Efficacy

• Attitudes toward the Technology

• Usefulness of the Technology

• Attitude toward Distance Learning

• Relative Advance of Distance Learning

Analysis consisted of triangulation in descriptive statistics using Pearson correlations finding supported outcomes to hypotheses 1, 2, 3a, 3b, 4, 5, 6, 7, 8, 9, whereas 3c and 3d were unfounded mostly due to a lack of use of the full medium. The authors’ Webster and Hackley determined that perceived medium richness related to all seven outcome variables; and in sum the results suggest that instructors need to make additional efforts to involve students in the learning process. Thus, an agreement to the authors that in the time since the 1997 study, the same premise remains valid. Even with the advances of current day technology, a strong reliance to the capability of the instructors can make or break the learning outcomes, especially within VLEs, as this chapter proposes. It appears the methodology would be relevant to repeat a study in current times.

4. Generalities in learning delivery

Facilitation principles for learning.

Several universities across the globe, and those specifically located in the United States, have referenced several studies about general facilitation principles. Included within the context are techniques for executing both classroom and virtual facilitation. With many online resources available, there is a direction in the development areas for the successful execution of facilitation. Facilitators must retain basic facilitation principles echoed throughout the literature, suggesting engagement, sharing, and remaining unbiased, to name a few of the core elements [29, 30, 31, 32, 33].

For most facilitators, the basic facilitation principles are instinctive, and includes how engagement, sharing, and remaining unbiased become intrinsic ability when exercised regularly. Generally, those who become facilitators have innate characteristics of being an effective communicators while demonstrating energetic positivity and the ability to maintain neutrality; thus, why many facilitators achieve effective learning outcomes.

4.1 Delivery attributes for the learning environment

Other generalities for facilitators are in the preparation to deliver a positive learning environment. Facilitators are consistent in establishing class rules and entrusting a safe learning place. While each of these two generalities is, for the most part, a standard practice, it allows for priming the foundation for learning. Facilitators must exercise content conveyance in a fluid and seamless approach when the learning environment foundation is in a “ready, set, go” mode. Where the multitasking talents of the facilitator effectively control transitions in using the learning platform, learning materials, and other necessary systems, both business and web-based. Key attributes of the facilitator are clarity and conciseness to drive probing questions and stimulate dialog from participating learners, along with the ability to shift focus and prioritize ideas or lead brainstorming concepts. These and more adaptable tactics to implement learning delivery allow for the best learning experiences for the participants attending. The facilitation attributes and skills can be improved from the novice to an expert when the skills exercised model the ideal facilitation delivery [34].

Review the additional terms relevant to this section below.

Terms for General Learning Foundations: Principles: engagement, sharing, unbiased; Characteristics: effective communicator, energetic positivity, neutrality; Learning Environment: class rules, trust, safe; Learning Delivery: multitasking, clarity, conciseness, probe questions, stimulate dialog

Terms to 4.

Generalities in learning delivery.

5. Facilitation versus presentation

Before going any further in this chapter, it begs to clarify the difference between facilitation and presentation. Both environments can teach a topic, share concepts, and apply examples; however, a fundamental difference is the purpose of the audience.

5.1 Learning delivery

There is no argument that learning can occur from a different type of learning delivery, such as from a training, facilitation, or presentation environment, whereas instructors use the titles of trainer, facilitator, or presenter based on the delivery method see Table 1. However, a clear difference exists between the learning delivery types. In Figure 1 describes the components of each delivery type to a focus, deliverable, and approach with the contrasts of telling and listening percentages.

Learning Delivery Types

Training: Executes instruction of teaching others specific skill development or behavior within an organization or industry. A basis for usually learning relates to job function within a process to an individual or group of the same type of learners

Facilitation: Initiates direction and instruction in a group setting to learn broader processes, fundamentals, and concepts. Usually, facilitation stems from having a level of participation regarding many role tasks or organizational development implementation to understand actions in an overall process for a collective desired outcome or engage solution insights from a group.

Presentation: An activity to share, describe, or inform a subject topic to a group of people, usually to inspire others

Table 1.

Learning delivery types.

Figure 1.

Leadership strategies https://www.leadstrat.com/infoguide-presenting-training-facilitating/

Training and facilitation are not uncommon in the learning and development world as one-in-the-same or a combination of both; mainly, the two occur for an occupation or job role. However, presentation is always a separate form of learning delivery and has not been confused or combined with a learning delivery based on task-driven or skill-oriented roles. For this chapter, the term used for instructors of learning delivery may refer to learning deliverers or learning professionals to keep all things related to a learning and development perspective.

Review the additional terms relevant to this section below.

Terms for Learning Delivery Types; Learning Delivery: Training, Facilitation, Presentation; Instructor types: Trainers, Facilitators, Presenters; Components of delivery types: Focus, Deliverable, Approach; Retention measures: Depending upon the delivery type requires the right mix of telling and listening

Terms to 5.

Facilitation versus presentation.

6. Identifying the classroom facilitation environment

To simplify, the learning environment of face-to-face instruction is no different from the K-12 learning environments (pedagogy) and most of us grew up in from our local school districts, such as subject orientated with a single learning instructor commonly referred to as the teacher. Learning principles consist of a subject organization; relationship for motivation; reward and reinforcement; applied teaching-learning techniques. Usually, a set learning curriculum conveyed knowledge to the learning population while skill, if any, was practiced along with an aptitude test at the end of the learning module. The knowledge, skill, and aptitude described are the KSAs of learning and development. This same premise remains the basis for learning delivery in the modern adult world of andragogy with adult learning principles applied—self-directed learning; life experience application; methods to real-life scenarios; internally motivated. In pedagogy or andragogy traditional learning, it would be more like saying a classroom is a classroom, with no difference from one classroom to another, except for the subject matter—the same execution with learner-to-teacher/instructor basis applied. The classroom description implies the physicality of the environment.

There is an expectation that these traditional learning concepts are business as usual in the hopes that businesses and organizations worldwide have initiated such practices. This chapter does not plan to revisit the elementary concepts of child or adult learning theories; therefore, it is with a premise that the reader understands these learning concepts in advance. More often, the content within this chapter may default to more adult learning concepts. When to reference this learning topic for child learning references is with the understanding for the reader to apply child learning principles as needed.

The pictured classroom environment is a brick-and-mortar four-walled room with tables and chairs and the instructor at the front of the room—better known as face-to-face instruction. Often with some or many forms of learning instruction tools at their hands reach, listed are a few examples:

• chalkboard, whiteboard, projector screen, projector

• desktop computer/laptop, flip chart, bulletin board

• hand-held type of learning instruments/tools

• hard copy of learning materials (books, guides, job aids, handouts)

• soft copy learning material when electronic devices are used

• writing materials, podium, and computer stations set up for the learners

• other learning objects or protective equipment

Learning occurs here as the subject and the nuances of the topic, and several learning elements are either applied or directed by the instructor or a teacher/facilitator. Learning elements such as listening take up the majority of responsiveness, including the question and answer period. Nevertheless, introducing a practical skill occupies a portion of that listening curve. Looking back at Figure 1 from the previous section, it describes an expected percentage of telling versus listening for all three learning deliveries.

Now that a visual of the classroom environment is shared, it is hopeful that most would all agree is an accurate description of face-to-face learning. The overall premise for this chapter is how online learning is at least equivalent to classroom expectations. However, more so than one thought possible, an abundance of KSA results from an online environment.

Review the additional terms relevant to this section below.

Terms for Classroom Environment; Environment: Brick-and-mortar location, Face-to-face instruction; Instructor types: Teachers, Trainers, Facilitators; Instruction tools: Fixed boards, projector equipment, computers, hard learning materials, equipment; Maximum retention: An equal amount of telling and listening

Terms to 6.

Identifying the classroom facilitation environment.

7. Identifying the online/virtual facilitation environment (part one-descriptive)

Often the terms online and virtual is used as a one-in-the-same concept— a clear difference exists. A virtual classroom means alternative learning delivery execution; for instance, it is not a brick-and-mortar classroom, nor is it considered face-to-face instruction. The physicality of both instructors and learners is not in the exact physical location; therefore, the meeting place is on a virtual platform. Most common virtual platforms are web-based, such as WebEx, Zoom, Skype, and Microsoft Teams, to name a few of the commonly used conference meeting tools. A simple Google search will render several more and identify the best free video conferencing platforms where video cameras allow viewing all participants in a single-room setting. Video camera conferencing allows for the ability to mimic a classic learning environment.

7.1 Video conferencing, aka virtual platform

Today’s technology has gone beyond to provide the perfect substitute for the traditional classroom setting. Even before the impact of the global pandemic of 2019 did not begin the idea for this version of alternative learning options, rather virtual learning concepts, and practice have catapulted nearly every industry to get on the bandwagon because of the pandemic limitations [35, 36, 37, 38]. Heralding into this new global era of virtual classrooms has become available to early childhood learning to the vast political arenas. Each industry entity and its organizations have touched the virtual classroom from state to state, country to country, and continent to continent. This learning delivery has quickly become the preference instead of the alternate [37, 38, 39]. Amazingly, even our Eastern neighbors, compared to Western cultures, have consummated the virtual world of learning against their traditional cultural methods [36].

7.2 What is distance learning?

Another variable to add to this new mix of learning opportunities is the term distant learning. It is the same thing as virtual learning. There is no physical learning location, and it can be executed by multiple means; virtual conferencing/training, video recordings, self-paced learning, online courses, eLearning, and webinars will be discussed further in this chapter.

7.3 What is the online reference?

The next question is what is online in this significance to learning virtually? The simple answer is the location of the connection for virtual learning, which is directly an online website link! The online aspect confers the pathway to connect to the virtual learning environment but is not the actual learning environment. An example would be an email invite to the scheduled virtual learning, and the location is an online link.

However, online learning can have a two-fold meaning as another form of virtual learning that exists and expanding. Not seeking to confuse the context, but yes, there is such an aspect of online learning where only a one-click online link displays immediate learning content. This one-step version of online learning is customarily referred as OnDemand learning within the learning and development profession. A unique and often used learning tactic connects every audience type to instant learning information.

Noticeably, post-secondary learning institutions are extending OnDemand learning subjects more often. As a format for the working adult learner who cannot commit to a regimented learning schedule taking an OnDemand course is a great choice. OnDemand learning content is available 24/7 for the learner having the capacity to learn at one’s own pace.

7.4 Other online learning examples

Let us review the following list in Table 2 below of other learning options available and the purposes for use within learning and development environments.

Other online learning options	Top purposes for use
Video conferencing	Training; Facilitation; Teaching; Conference Calls; Meetings; Collaborations; Interviewing
Video Recordings—Created from multiple platforms and tools, i.e., PowerPoint, Authoring Tools, YouTube, and others	Communication and demonstration; Feeds the visual and audio learner; Elaborates on a topic; Entertaining learning; Responsive learning; It shortens the learning curve and allows for interjecting another voice of instruction.
OnDemand—eLearning	Broadened to consist of several learning materials and formats: An electronic copy of learning materials, i.e., books, guides, job aids, schedules, notes, games, exercises, assessments Feeds self-pace learning option Freedom to repeat, rewind, and fast-forward Instant learning/Instant content Reduces waste of time/convenience
Webinars	Mostly presentations; Announcements; Surveys; Polling; Campaigning; other collaborations.; To educate with little audience responsiveness/engagement.
Massive Open Online Courses (MOOCs)	Certification; Further studies; Mission-oriented; Diverse or global learning experiences; lecture courses
Adaptive eLearning	Simulation learning; improved learner engagement; custom learning topics; Requires more online responsiveness/interaction by the learner; not ideal for novice computer users
Computer Managed Learning (CML)	Computer-generated learning; automatic systemic learning plans; no human contact nor responsiveness
Cohort Online Learning	It differs from large MOOCs due to smaller groups of learners interacting and keeping accountability to complete assigned learning. Posting and continued dialog feed the learning curve—a community to collaborate on learning experiences and joint learning exercises requiring two or more participants.

Table 2.

Other online learning options.

7.5 Where online learning is today

The previously mentioned online learning options have excelled; it all began over thirty years ago. Yes, online learning commenced first from few unaccredited learning institutions. However, it was in 1982 that Western Behavioral Sciences Institute used computer conferencing to provide a distance education program to business executives [40, 41]. Shortly after that, in 1989, the University of Phoenix became the first to offer educational programs through an initial consumer online service, CompuServ. Once the unveiling of the world wide web (www.), the University of Phoenix was the first to offer online learning through the Internet. From there, many others followed, and within a short time, several learning institutions and businesses took to this alternative learning environment. A chronological timeline is provided in the below image (see Figure 2).

Figure 2.

Chronological timeline https://thebestschools.org/magazine/online-education-history/

By 2014, an estimated 18 million students enrolled in at least one online course (see Figure 3). The result was accurate and continued increasing at a whopping 43.1% enrollment rate by 2016, according to Research.com (https://www.research.com/education/online-education-statistics) and echoed by Patra & Sahu [42]. Today the year is 2023, and the statistics have far outreached those prior expectations (see Figure 4).

Figure 3.

Number of online students by 2014 https://www.onlineschools.org/visual-academy/the-history-of-online-schooling/

Figure 4.

2023 Global Online Industry Facts & Statistics https://research.com/education/online-education-statistics

The global pandemic ushered the numbers to date as displayed in Figure 4. Although a belief that even with the pandemic having padded the numbers, virtual online learning remains the most realistic learning option having the improvements to technology. Even if the pandemic did not occur, it would not be many more years before learning alternatives to reach the same optimum results seen today. In contrast, the technology has far exceeded practical online platforms and capability despite the pandemic altering [38].

Review the additional terms relevant to this section below.

Terms for Online Virtual Facilitation – Descriptive; Learning Environment preference: Virtual platforms; Difference between Virtual vs. Online vs. OnDemand: • Virtual is a learning environment platform to mimic a classroom; • Online is two-fold; 1) a link to the virtual platform or 2) a link to OnDemand learning; • OnDemand learning is instant learning linked to self-paced learning

Terms to 7.

Identifying the online/virtual facilitation environment (Part One—descriptive).

8. Becoming an online virtual SME (part two: Practical application)

Within this context, the rubber meets the road in understanding the practical application of online virtual learning delivery. Those who share experiences become storytellers. These individuals talk about compelling information; meanwhile, the listener is focused and able to visualize from the brain to explore the same experience. Did the listener notice the props or hand and face gestures for emphasis? Did the listener need to watch to learn a process or to conceptualize thought? The same analogy can apply to this section. The art of storytelling is told from those whose occupation rests in delivering learning. Let us do a practice run.

8.1 Exercise: Telling a story that includes a process

• Think of a topic known very well, i.e., How to wash the car; How to sew a button; How to turn on a laptop/desktop; How to add an app to a mobile device; Drive to the movies and give directions.

• Tell the story out loud to oneself, sharing the steps and actions necessary to execute the process.

• Listen to how well the story becomes verbalized with the instruction given

• Time for critique

  • How many times to pause to think about the next step?

  • Would a demonstration make it sound better?

  • Was it challenging to recall the exact navigation or pathway without looking it up?

  • Would adding a suggestion for options, alternatives, or substitutions make the story more compelling?

  • Was the exercise completed without stopping entirely?

  • How long roughly did it take to complete entirely?

  • Rate the exercise from 1 to 5 (5 being Nailed It the first time—1 entirely stopped unable to complete)

Why request to complete an exercise without even knowing the purpose or expected outcome? Good question! Information rendering requires learning principles, and a methodology applied, regardless of how elementary or simplistic. Learning and development is not a fluke where anyone can transfer the most important information onto to other individuals, and the information become completely understood. Consider, then, the skillset to convey that information in a fluid and seamless manner that rolls off the tongue with sounds of perfection.

Hence the art of storytelling. Whether in the physical classroom or virtual learning environment, the conveyance of learning requires that each learning deliverer be a subject matter expert in a talent of learning and development to convey learning.

For learning and development professionals, like any other occupation, new tools and technology invoke expanding the ability into new methods or approaches. The above exercise is talking out loud; now, imagine having no practice doing that same exercise during the operation of a brand new virtual platform. Everyone will not likely deliver fluidly single-handedly for the first time, especially when not being familiar with the features of the virtual platform. Would there ever be an expectation that a newly hired employee could begin doing their new job proficiently from day one without prior training? Of course not. The proverbial expression “practice makes perfect” is not just an idiom but a means that practice helps you become excellent or proficient in a skill. Therefore, any deliverer within a virtual learning environment must convey better or the same as the physical classroom to deliver the benefit of virtual learning.

To become a subject matter expert in the delivery of virtual or online learning must apply practical knowledge and build the skills to continuously maintain the objective for the learning audience to feel they are receiving face-to-face instruction [43, 44]. The time has come to get acquainted and become educated in each virtual and online option for instructor-led virtual delivery. Can oneself acquire the proficiency to deliver with a fluid and seamless approach? Absolutely, but first, there is the matter of a clearly defining fluid, and seamless delivery.

8.2 Fluid and seamless learning delivery

What does it mean to deliver learning fluidly and seamlessly? The origin of seamless learning was first characterized in 1994 to support continuity across learning scenarios [45]. In a nutshell, fluid and seamless learning delivery from the instructor is how well to execute the transition from subject to subject using tools and references without skipping a beat. The learning topics flow without interruption from the moving parts of a PowerPoint slide change or animation, the view of a handout job aid, or the opening to a learning video from an outside website link. Transitioning begins in the classroom from topic to scenario to practice simulation [46]. For learning delivery in a virtual or online environment, even more fluidity (able to flow easily) is necessary, considering the multitasking using a virtual platform.

Without the fluid and seamless approach, the actions taken place by a learning deliverer can become a distraction within the conveyance of KSAs to the learners. Lack of fluid and seamless transitions directly impacts learning gaps. Learning and development professionals involved with creating learning materials need to consider the type of learning environment in the formation of those material builds. The outcome expectation of learner objectives is for the person to experience a continuous flow of knowledge transfer that bridges the multifaceted learning efforts within the individual’s ability to learn seamlessly [47].

8.3 Online platforms features and benefits

Unable to describe all features from every built platform for online or virtual delivery, this section will cover the basics most often used by learning deliverers (view Table 3 below).

Online Virtual Features and Benefits Table
Feature	Purpose	Benefit	Connecting to or with
Microphone	To speak to participants and mute unnecessary background noise	Best when participants remain muted until it is time to speak	LP watches for learners who raise the hand icon; Learners who mistakenly unmute themselves who have background noise the LP can deliberately mute/unmute participants as needed
Video camera	To display participants in a live mode view—to have the video camera off may display a profile picture or initials of the participant	Ideal to have the feeling of being in the physical classroom setting by being able to see other participants in the platform room	LP most often prefers to see the learners in a live view to see actions/reactions/responsiveness and attentiveness during learning sessions
Reactions	Use an icon or emoji to display agreement or feeling about the subject matter or seek a response.	Ideally, it allows for engagement by participants and LP to provide learner feedback.	Ideal for participants who want to raise their hand to join conversational dialog or ask a question
Screenshare	Opens a window to the computer device holding electronic versions of learning materials, other documents, or a plain whiteboard	Displaying the learning materials in full color equal to the device screen size allows for demonstration purposes from either LP or participant for two-way dialog	Sharing materials extends KSAs to each learning style, such as visual, audio, and kinesthetic learners.; -Show and Tell; -Demonstrate simulation; -Assist participants with learning curves.
Annotation	While screensharing a document or whiteboard allows drawing or typing features to be used to point out critical topic content or for responsive learning	Either LP or participants can use the annotation toolbar during any instructional content displayed or using a blank whiteboard.	Responsive learning encourages engagement, feedback, and activities to drive individual and group learning.
Chat	Dialog engagement from all participants and LP in open or private conversations	Group announcements or information to read or send links or private 1-to-1 dialog with anyone within the virtual platform	LPs routinely use the chat for multiple purposes simultaneously to verbal connections. Participants enjoy the camaraderie among other learners.; Feedback is a key, and saving chats in a file on a device; LP constantly monitors the chat panel
Participant Panel	List each audience member by name or phone, and display their microphone and camera setting, including reactions when initiated.	LPs manage the learning session from the participant panel. Allows to see each audience member’s engagement level visually	LP constantly monitors participant panel
Breakout Rooms	Arrange smaller group settings with all of the same main room session features, i.e., microphone, camera, participant panel, chat, screenshare, annotations, and reactions	Perfect for activities, simulations, practice sessions, and private sessions	At least two or more learners can occupy a breakout room. Ideal for short times away from the main learning session. LP can join any breakout room without closing the main learning session. LP sets time limits, assigns individuals manually, or allows the platform to auto-assign. Usually, up to six separate breakout rooms can occur at once
Whiteboard	Mimics a dry-erase board. The whiteboard allows for any text to be added and for annotation.	Perfect for activities, engagement, and participation, it feeds responsive learning.	Create a template in advance or use it at will.
Survey	Usually, multiple choice, but also some offer open ended question building	Icebreaker activity, pop quiz knowledge checks a question builder tool	Another form of learning engagement and responsive learning tool
Polling	Usually, a yes or no or true or false built questionnaire	Icebreaker activity, pop quiz knowledge checks a question builder tool	Rating usage primarily to acquire a percentage of feedback

Table 3.

Online virtual features and benefits table. Legend: LP = Learning Professional.

An essential factor from the table of descriptions is the learning deliverer’s ability to multitask across two or more of these features at a time. It is likely for the learning professional to manage several features at once or within a long time of the session. Using only two of the features at a time is of lesser effort in comparison with using five of the features at a time. The amount of skill is amazing to manage at different fluidity levels proficiently. A learning professional can masterfully execute fluidity and seamless transitioning using several features simultaneously. A glimpse provided in a scenario diagram from Figure 5 displays how a learning deliverer manipulates several features simultaneously for a virtual learning session. For learning professionals to master these talents in a fluid and seamless manner have become experts in their trade.

Figure 5.

Virtual online platform multitasking learning delivery (hypothetical scenario).

Taking another look at the scenario image in Figure 5 provides a high-level view into a virtual online platform multi-functional components between the facilitator and learning audience and/or audience members among themselves. The image displays to the several connections made during a learning session. Notice how many separate commonly used features are initiated at once; where the learning professional is to manage while delivering subject matter. It is reasonable for learning delivery to ensure that the learning professional can address everyone’s question simultaneously, sequentially, or immediately but in a timely, proper, and transitional fashion. Notice that there is a lot going on within the scenario image. It is essential to indicate with reasonable certainty that housekeeping rules are addressed at the beginning of the learning session to manage learning expectations, especially due to the potential abundance of communication avenues.

A slight comparison within a physical classroom environment remains the same when the learning deliverer manages their learning environment. However, within the online virtual class environment, many essential tasks require extensive thought, planning, and organization, while using a single device keyboard and mouse operation. At the same time, speaking during platform operation is a proficient skill applied when in these online settings. Even if the learning deliverer addresses one question at a time, they have to be mindful of those who first initiated questions or chatted a comment and any subsequent inquiries. The learning professional must watch the actual learning deck PowerPoint slide show and recognize when someone raises their hand. In the traditional classroom, the learning professional often faces the class with the learning content to their back or side, whereas the learning professional needs to use at least two monitors for the online environment—one for screensharing and the other for managing the room. The head and eyes constantly move in the online environment while articulating the content, just like in a physical classroom but within a limited space. The online learning environment permits the interjection of questions and comments during lesson content and watching intently to avoid displaying a lack of interest in their learners’ needs or a mishap of missing anyone.

8.4 Learning professionals’ ratings in online environments

Most often, especially after a learning takes place, a short rating survey is given to the participants to score the learning professional’s conveyance of subject matter and ability to manage the learning environment. The survey is a Likert scale rating, true or false, and sometimes open-ended responses. More recent years, since the global pandemic, more and more learning is taking place online or virtually. With that said, it warrants more studies to identify whether these online learning environments have what it takes to be effective in delivery and learning retention. A mixed bag of reviews stems from what the research informs and does not inform about online learning. Many studies focus on whether students retain knowledge differently after online learning than in physical classrooms. Many studies report that students who typically struggle will struggle regardless of the environment.

Interestingly, the basis of these findings relies upon whether the overall learning execution is engaging or if the learner has distractions interfering with their online environment. Some opinions from learning blogs weigh in on the latter: Surrounding distractions impact overall learning outcomes [48, 49]. Other results show that if the learning professional is not proficient, online users will likely fail the learning objective compared to their physical classrooms [50, 51]. Thus, the learning professional must become proficient users of the systems before they begin to deliver online or virtually. It is more challenging than it looks. However, again, proof in the pudding (another idiom) that those who make it look easy are the masters. The consistent measure of online virtual learning is that it has improved and increased in the past four years more than any other time since its conception for highly effective learning. More recent studies are concurring with higher than the average results. Therefore, an ongoing quest from learning institutions to business giants will continue to foster online and virtual learning opportunities.

8.5 A quick look at predictions and trends for online virtual learning

A brief look at the 2023 predictions from an online research firm [52] is displayed below. Ten online trends are up for grabs with a broad reach within education, business, government, and other worldwide organizations.

10 Online education trends for 2023 impacts/expectations

1. Higher Education institutions expand Online Learning Programs [53, 54]

   • A steady climb from the current 63% enrollment

   • Leveraging more learning solutions to include responsive web design

   • Added was pedagogy expansions to 100% online as a complementary method, aka virtual K-12 schools

2. MOOCs Partner with Educational Institutions for focus on Micro-credentials [55, 56]

   • A current-day measure of 644% increased from 2019 globally to come is adding more value with micro-credentials.

3. Learners Empowered through Mobile Learning and Microlearning [57, 58]

   • Over 60% of learners prefer a self-serve learning approach, whereas upward of 56% from this measure use on-demand options

   • The rise made to mobile from desktop/laptop usage

   • Including short and small course content to meet microlearning objectives

4. AI provides Personalized Learning Pathways [59]

   • Currently seen in manufacturing and healthcare industries, the rise will be in education, personalizing learning to prevent dropout rates with an estimated reach of $6 billion by 2024

5. Learning Analytics help enhance Training outcomes [60]

   • The education industry lags behind most other industries in adopting big data technology for learning analytics

6. Video-based learning expands to maximize the impact of Mobile Learning [61]

   • As the most versatile learning medium Gen Z learners have invested the most in this option upward of 82% as preferred

   • Goals are to attract a rise in Millennials having an interest currently at 67%

7. 5G stimulates Immersive Learning Experiences [62]

   • South Korea, China, and the United States lead in 5G development

   • Expect infrastructure to be placed more globally for online impact on education

8. OER (Open Education Resource) continues to gain widespread adoption [63]

   • Due to rising college expenses, this digital alternative is bringing increased acceptance across both faculty and students

9. Gamification and serious games gain momentum in The Academe [64]

   • With 97% of US and Germany youth playing video games of 20+ each week, this premise is being considered in traditional classroom settings to promote better face-to-face instruction alternatives

10. Technology-Powered Tools become the future of assessment [65]

    • An expectation for integration of formative and summative assessments tools into pedagogy learning environments using more advanced technology

A strong statement is that socioeconomic factors have been pushing the demand toward a digital electronic climate for learning as a means for modern learning lifestyles. Higher learner pursuits to broaden mainstream job opportunities drive a need for better and improved on-demand learning types for life-work balance. Companies and education institutions are waking up to the need. However, the strategic partnerships between technology and government, and education become pivotal when ushering evolutions to online education [66].

Review the additional terms relevant to this section below.

Terms Online Virtual SME—Practical Application; Learning Delivery Style—fluid and seamless, smooth and flowing transitions; Online Platform Skillset: • Learning professionals to become SMEs to manage a virtual platform; • Understand the platform features and benefits to use in a purposeful manner; • Practice makes perfect concept to becoming a master virtual learning deliverer and receiving high rating score

Terms to 8.

Becoming an Online Virtual SME (Part Two- Practical Application).

9. Chapter summary

A true attribute of learning professionals is the conveyance of knowledge, skills, and aptitude (KSAs). The KSAs lead learners through a process of learned behaviors and practices to gain experience with ongoing continued improvements. This chapter aimed to share and display that anything learned from a classroom environment can be delivered in a virtual environment, noting that this learning opportunity is for a better outcome and, thus, an excellent learning experience.

“There is nothing better than an excellent learning experience,” said no one, so as a take-away, this author professes to acknowledge the ownership of this statement.

The chapter outlines descriptive and practical applications in online virtual learning environments and those aspects of learning professional roles, that is, learning deliverers such as trainers, facilitators, and presenters. The material includes aspects relating to the engagement population of learners, students, and audience members. Within the content, the overall basis is that although some are new to the online learning and development arena, it is essential to recognize that online virtual options have been and are becoming vast and prominent. As technology grows, our learning resources need to grow within it.