Topic#1�Virtual Learning Best Practices

Prepared By: Elmo Alforque

Feb 23, 2021

1st Review - completed Mar 5, 2021

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Researcher’s Notes:

The following research investigates regional and global practices that we can learn from and attempt to answer the following question:

• what key impact or results have they been able to measure from these practices?

Note: There is no unique-regional specific practice observed. Most of the resources cited in the study are US, UK and ANZ published articles. However there was a common concern for ASEAN countries on access to virtual learning which the research highlights in its findings:.

Virtual Learning Best Practices

1. Quick review of virtual learning - description and components; context of move to virtual learning as a result of the pandemic
2. What have we learned so far - what are the best practices that our clients/readers can adopt in their own sessions?
1. design and delivery
2. spotlight on scaffolding - a learning from the education sector
3. what about the facilitator? - any tips for the faci
4. what about the Philippine experience of virtual learning?
3. Impact/results of virtual learning -
• how is it being received by employees/learners? is it just as good as face to face?
• how do we measure virtual training success?
4. Writer’s notes - what are your own personal practices (not mentioned in the above) that you would like to share to the reader?

Overview of Virtual Learning¹

• Terms Associated with Virtual Learning¹
• Synchronous learning

Learning that occurs in real time. Through synchronous learning, students are engaged in learning at the same time and in the same virtual space.

• Asynchronous learning

Learning that does not occur at the same time or in the same space. This method provides students with the opportunity to learn on their own time.

• Blended learning

An approach that combines both face-to-face (in class) instruction and digital learning opportunities.

• Remote learning

Learning that occurs outside of a traditional face-to-face classroom setting, typically in a virtual environment. This term is sometimes used interchangeably with virtual and distance learning.

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Making the transition from in-person instruction to remote learning can be challenging. However, by drawing on elements of effective classroom instruction to inform and adapt practice, educators can engage students in relevant and rigorous learning despite distance. Virtual learning can provide flexibility for learners by allowing the opportunity for learning to occur anywhere at any time. It also opens the door for a more personalized learning experience for all students by utilizing technology to enhance and deliver instruction to students. Instructional content can be provided through the internet, videoconferencing, multimedia resources and/or learning platforms. By creating meaningful virtual learning experiences for students, educators can engage students in new ways and support their continued growth.

Leading practices for remote learning during COVID-19²�

Our Top Tips for Leading Successful Virtual Learning Experiences³

DESIGN

1 Break down your face-to-face content to keep your learners engaged. Keep your virtual learning session short (nothing longer than 90 mins)�2. Increase visual interest and apply interactive elements to your virtual learning design.�3. Create opportunities for learners to engage by leveraging the technology at your disposal.�4. Rework your learning design principles. What works face-to-face may not translate in a virtual learning experience.�5. Encourage a self-directed learner mindset. Establish clear goals around accountability for learner ownership.

DELIVER (Involve your learners by humanizing the virtual learning experience)

1. Understand your tech – Safeguard against poor delivery by understanding how to best use your technology.�2. Set the ground rules – Inform learners how and when to pose questions by unmuting and speaking up or type into the conversation bar. Have everyone on camera if you can!�3. Build a community – Create a virtual environment of trust. You can nominate learners by name and ask them to share insights, answers and experiences to your questions and content.�4. Give pause and time to reflect – Give your learners time to digest information, reflect and provide their insight and ask questions.�5. Call to action – Provide your learners with practical takeaways to apply their learning in their flow of work. We want learners to embed and continually learn.

1. Find your dedicated facilitator
• Upload the presentation beforehand to avoid technical obstacles.
• Be there at least 15 minutes before the others to test the technique.
• Decide rules of engagement: is there a raise-your-hand function that you can use or is it by turn?
• Exaggerate your voice, pronunciation and pitch to come better across.
2. Remember your basics

✓ Be on time – and finish on time

✓ Align on purpose and have a clear agenda

✓ Ensure that all voices are heard

✓ Appoint a tech savvy to assist

• Check-In

• How are you feeling?

• What are your expectations?

• Anything preventing you from being present?

• Put on Video

Engagement, Participation, and Excitement increase considerably if we agree to turn on video and put on a happy face!

• Incorporate engaging tools
• Mentimeter, Kahoot or Slido for quick polls, quizzes and word clouds.
• YouTube or Vimeo for short, inspiring videos that add flavor to the content (Monty Python is always a winner!).
• Spotify or iTunes to get into the mood as the participants join the session.
• Leverage breakout rooms
• Decide on how many breakout rooms - and name them.
• Invite attendees and give assignments.
• When they ping you, join them and give instructions.
• Use breaks actively

Before going for a break, use engaging tools to:

✓ Take the temperature by asking participants to share a feeling or two.

✓  Request that participants give instant feedback on the content.

✓  Quiz participants on their new knowledge.

After a break:

• Gather participants around the outcome, for example presented in a word cloud, and ask for further reflections.
• Use virtual whiteboards

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Virtual Learning Global Best Practices

Organizing your virtual classroom:

• Have a single, dedicated hub where students can go every day to find their assignments, and other crucial announcements.
• Create and articulate the simplest communications plan you can. For example, it may be that students can reach you via text during working hours, and via email after school.
• Consider holding “learn your technology” days with your class to walk through common-use cases, like submitting work or signing on to synchronous lessons.
• Make an extra effort to be clear and concise in your directions, and consider making a short daily video summarizing the day’s objectives. When writing, avoid the dreaded “wall of text” and use numbered lists and short paragraphs with subheadings.
• Get rid of visual clutter. This includes hard-to-read fonts and unnecessary decorations or images.

“When students see a well-organized virtual classroom, they’re more engaged, more confident, and more autonomous”⁷

if you do a trend analysis for slides 3-5, what would be the top 5 findings on virtual learning practices across the studies?

if you need to make categories on design vs delivery, then what are the key trends for each?

Top 5 findings on virtual practices

RESEARCHER’S NOTES

Brain Break¹⁷

Breaks keep our brains healthy and play a key role in cognitive abilities such as reading comprehension and divergent thinking (the ability to generate and make sense of novel ideas).

Research-Tested Benefits of Breaks

• REDUCING STRESS, INCREASING PRODUCTIVITY
• BOOSTING BRAIN FUNCTION
• DEVELOPING SOCIAL SKILLS

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Brain Breaks for Virtual Meetings and Trainings

Brain breaks are opportunities to re-set the attention span clock and re-focus your audience.

• Try a simple movement exercise with your group. Whether you are on an audio or video conference call, you can ask everyone to take 1 minute to get up, move around and stretch
• 5-4-3-2-1 is another great brain break activity that is simple to do and can be changed in a variety of ways to fit your particular audience.

Check out wellness expert Jay Shetty’s guidance on this example that asks individuals to gently close their eyes for a few seconds and then take turns sharing aloud 5 things that they hear (lights humming, cars outside, the radio, their clock ticking, and their cat meowing in the other room), 4 things they see (computer screen, sun outside their window, letters to open on their desk, a bottle of water), 3 things they feel (warm sweater they are wearing, stomach growling, and breeze from a fan nearby), 2 things they smell (their own perfume, lemon scented candle) and 1 thing they taste (coffee from their morning java).

• Get creative! Play music; have each person share a photo of their family or their last vacation; ask a question like “what’s the last thing that made you laugh?” or “what are your weekend plans?” or “what would you do with an entire day off from work?” 

Virtual Learning Global Best Practices

Virtual Learning Global Best Practices

Virtual Learning Global Best Practices

Virtual Learning Global Best Practices - FOR THE FACILITATOR

*Scaffolding Learning in the Online Classroom⁸

What Is Scaffolding?

Simply put, scaffolding is an instructional method that progressively moves students toward greater independence and understanding during the learning process. Similar to how builders require scaffolding during construction to access new heights, instructional scaffolding helps students navigate coursework and accomplish tasks they otherwise might not have been able to.

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Scaffolding is essentially what takes students from what they can do with assistance to what they can do unaided.

Four types of scaffolding that can occur in online courses:

• Procedural scaffolding, which helps students use the tools available to them
• Conceptual scaffolding, which helps students determine what to consider in learning (that is, it guides them to prioritize fundamental concepts)
• Strategic scaffolding, which suggests alternative ways for students to tackle the learning problems they encounter
• Metacognitive scaffolding, which guides students in the thinking process and helps them self-assess during learning

Benefits of Scaffolding

• challenges students through deep learning and discovery.
• helps learners become better students.
• increases the likelihood of student success.
• individualizes instruction.
• creates opportunities for peer instruction.

How Can I Scaffold My Course?

• Breaking Down Assessments
• Aligning Assessments
• Providing Examples
• Encouraging Metacognition Metacognition refers to a student’s ability to evaluate his or her own learning.
• Begin reflection where the learners are.
• Provide scaffolding to suit your learners’ reflective continuum*
• Give learners the freedom to experiment with different modalities of reflection.
• Chunking Materials
• Chunking refers to breaking down larger pieces of instruction into smaller, more manageable “chunks” for students to consume.

*Reflection Guidelines

Few guiding questions drawing on the five Rs:

• Recalling
• Recapturing (capturing emotions, accomplishments, challenges)
• Relating (identifying connections with previous materials or experiences)
• Rationalizing (identifying patterns, creating meaning)
• Redirecting (thinking about the future)

Scaffolding technique in Corporate Trainings and other resources:

Scaffolded learning can help add stickiness to your trainings.

https://leadershipandvaluesinaction.com/scaffolded-learning-plan-examples/

Six Steps to Scaffolded Learning

1. SHOW AND TELL

2. TAP INTO PRIOR KNOWLEDGE

3. GIVE TIME TO TALK

4. PRE-TEACH VOCABULARY

5. USE VISUAL AIDS

6. PAUSE, ASK QUESTIONS, PAUSE, REVIEW

Can scaffolding be used outside of the K-12 environment?

https://www.novoed.com/resources/blog/scaffolding-modeling-coaching-elearning/

• Of course! When I design courses for NovoEd, I use these same fundamentals as guiding principles for eliciting substantive student deliverables–a feat often difficult to achieve in the digital realm. It’s important, however, to adapt these modes of support to fit the needs of your specific course, target population or mode of instruction (i.e. online vs. in-person). Here are some examples of how these student support tools have been utilized in NovoEd offerings:
• Scaffolding: For many courses, we find that it is helpful to start off with a first assignment that activates prior knowledge. For example, in Deloitte’s course on 3D Printing, we have many participants who join without any background in additive manufacturing. To scaffold the learning, we start with a first assignment that has no wrong answer: What would you like to see created with 3D printing? The assignment is accessible and elicits tons of student participation, and it eventually builds to more rigorous applications of the content.

Have you found links to this method to the corporate learning environment?

Instructional scaffolding and eLearning

When learning occurs entirely online, learners may never have contact with an instructor. Scaffolding becomes an essential support to encourage learners to progress toward independent learning and the ability to apply their training.

Along with conceptual and strategic scaffolding, researchers Nurul Jumaat and Zaidatun Tasir identify two additional types of instructional scaffolding that are useful in eLearning environments:

procedural, which guides learners to use available tools; and metacognitive, which “guides students on what to think during learning.”

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https://www.ottolearn.com/post/110-instructional-scaffolding-flexibly-supports-all-learners

Researchers Notes:

Virtual workshops … work.⁶

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Almost 90 percent of participants said the experience was equally or more effective than an in-person event.

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Nearly 80 percent built collaborative relationships with their colleagues.

Our research with learners over the past six months shows that a well-designed virtual program can meet or exceed the efficacy of in-person offerings. Indeed, some 87 percent of learners participating in newly adapted virtual experiences agreed that they were at least as effective as an in-person event. Virtual workshops can be effective tools for organizations as they emerge into recovery from the pandemic (exhibit).⁶

Key Results/Impact Observed from McKinsey studies

what does this study say on HOW virtual programs are as effective as in person ones?

What factors have made the virtual workshop comparable/equal to that of the face to face one?

This will help us kasi in terms of improving our program design/structure and delivery. It will also help woo those clients na di masyadong bilib sa virtual sessions.

What the Research says about why virtual programs are as effective as in-person:

Collaboration in a remote-working environment is difficult in many respects. Virtual training must emphasize technological fluency and problem solving in tandem with the content it delivers.

There is even evidence to suggest that virtual environments can deliver experiences equivalent to or better than those of classic in-person programs. Our research with learners over the past six months shows that a well-designed virtual program can meet or exceed the efficacy of in-person offerings. Indeed, some 87 percent of learners participating in newly adapted virtual experiences agreed that they were at least as effective as an in-person event. Virtual workshops can be effective tools for organizations as they emerge into recovery from the pandemic

Guiding principles they followed to design and deliver virtual workshops were the following three:

Opt for interactivity over content. When training sessions fail, the typical autopsy report points to “death by PowerPoint.” More than ever, it is the quality of facilitation and breadth of discussion that make or break a remote-learning experience rather than any novel information on a slide.

Lean into the technology. Instead of apologizing upfront for the technology, the company embraced it and generated excitement among participants. For example, facilitators insisted that everyone should participate with video and made extensive use of smaller, intimate breakouts.

Make leadership visible. Because the logistics of in-person workshops are cumbersome, leadership participation in traditional workshops was either nonexistent or very limited. Virtual workshops can more effectively bridge the gap between the leadership and employees. Because no travel was required, the company was able to secure multiple hour-long blocks of time with the CEO and other senior leaders to speak face-to-face with employees and actually participate in the program.

Note: Responses to survey questions from 660 learners across 14 organizations after completing virtual-learning programs between April and June 2020, Results are in the next slide

Researchers Notes:

Key Impact or Results from Virtual Learning^{�(based from slide 7)}

• Students in online learning conditions performed modestly better than those receiving face-to-face instruction.
•  It wasn’t the technology that mattered.
• In fact, many studies have found that technology actually hinders learning when deployed in a way that doesn't take advantage of the medium. 
• When students see a well-organized virtual classroom, they’re more engaged, more confident, and more autonomous.
• Online materials “require high mental effort” to process. 
• What would normally be a 30-minute activity in a face-to-face classroom should be much shorter in the virtual one.
• The ideal duration for an instructional video, according to a 2014 study, is about 6 minutes.
• In order to give students additional time to process the material, alternate high- and low-intensity activities, and incorporate brain breaks regularly throughout the school day.
• Questions that prompt critical thinking or that probe for comprehension like not only keep the lesson lively but promote deeper engagement
• Low- and no-stakes practice tests enhance retention of the material

Key Results/Impact Observed

Global Trends in Virtual Learning Practices

1. Develop a set of explicit expectations for your learners and the facilitator.
2. Create interactivity in a virtual environment leveraging on technology (e.g. polls, chat, virtual breakout rooms, whiteboards, etc.)
3. Create a community to support learning
4. Small groups discussions and intimate conversations deepen the learning.
5. The use of synchronous and asynchronous activities.

Researchers Notes:

Key Learnings

• Virtual Learning is as effective as in-person face-to-face sessions.
• Program Design is a key element for success in virtual learning
• Must leverage key features of technology platform to optimize the learning experience: interactive chat, polls, breakout rooms, etc.
• Effective virtual live sessions requires planning and follow-up for feedback.
• A virtual community group supports learning effectiveness and creates human connection.
• Be mindful of participants and your own mental-wellbeing (taking breaks, fighting the Isolation of remote learning by connecting with your participants, etc.)

Researchers Notes:

Philippine Experience on Virtual Learning²³

Virtual Learning Experience

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• Pedagogical Design

How they shared knowledge and inspire thinking, how they quantify, and track learning progress based on tangible results, and how relevant the content is enough to encourage individual critical thinking for students.

• Teaching Technique

How it encourages active engagement, what teaching tools they used, and how did they manage time in between teaching activities. and

• Teaching Outcome

How valuable learning behavior was quantified, and if the content provided reliable means for teacher and student to evaluate learning.�

Key Insights from Teachers on Virtual Learning Experience

• Even though online teaching can be limited in some areas you can still make a way to deliver your objectives.
• Focus on how the lesson can be applicable in real world situations.
• Engaging with the student’s ability to write, draw, raise hands, inside the virtual classroom.
• Create interaction similar to a classroom setting.
• Use of virtual timer device, small blackboard, text collaborator, screen sharing, raise hands icon, and virtual trophies
• Giving students interactive learning experience and inspire them to engage in creative ways.
• Lessons should be student-focused, so they get just the right balance of quizzes, homework, breakout, and spaces to keep them interested.�

I wonder for corp learning sessions, what could be the equivalent. Remember how we all enjoyed in-person training partly kasi may food, may drinks, may takehome pa haha. so i wonder how we can bring that same experience to the virtual learning setting without breaking the bank. have you seen anything related to this or perhaps gamifying or adding reward elements to the virtual learning experience?

No available article that specifically looks into the employee reward elements to the virtual learning experience.

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Most available articles point to using the virtual learning as an employee reward to increase engagement since it directly addresses learning & growth aspirations of employees.

https://www.insperity.com/blog/reward-remote-employees/

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RESEARCHER’S NOTES

3 Steps to KPI Training Measurement Success²²�

Step 1. Identify what’s important to your team, your learners, and your stakeholders.

• What do you want to look different after team members have completed this training?
• How will you know if the training program was successful?

Step 2. Understand the different types of measurement.

Step 3. Develop a measurement strategy

• Work with your learning team and stakeholders, using Step 1 and Step 2 as a starting point, to identify what training aspects you want to measure:
• Team member engagement.
• Satisfaction with the learning.
• Time spent learning.
• Modalities offered.
• Quality of the facilitator.
• Ability to comprehend the material.
• ROI.
• Consider the types of training you plan to offer and the importance and investment in each program:
• Are any of the programs compliance-driven, requiring reporting and tracking to a governing body?
• Are any of the programs voluntary or primarily offered for team member support and interest?
• Are any of the programs costly and, therefore, budgeted with specific expectations and outcomes in mind?

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Kirkpatrick Model:

Level 1 – Reaction

Objective: Measure the learner’s experience post-training.

KPIs include surveys, empathy interviews, LMS ratings, rates of attendance, NPS scores, etc.

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Level 2 – Learning

Objective: Measure the learning retained from the training.

KPIs include pre- and post-learning tests, quizzes, performance scorecards, trivia games, etc.

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Level 3 – Behavior

Level 3 is where you begin to quantify the KPI metrics of corporate learning by measuring its impact against the organization’s development.

Objective: Measure the impact the learning had on the skill or ability of a learner.

KPIs include pre- and post-learning behavior assessments, performance scorecards, coaching behavior forms, competency assessments, commitment plans with tracked progress, etc.

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Level 4 – Results

Objective: Determine the level of impact on predetermined targets and goals that were a result of employee training.

KPIs include mystery shopper results, revenues, customer satisfaction scores, attrition rates, employee engagement surveys, overall business performance, third party rankings, etc.

Have there been new or creative ways of measuring success now that most learning is done online? We all anchor on kirkpatrick but i wonder if may creative ways to use the model since the WFH learning started

Some articles on this --- it follows the kirkpatrick model but essentially just reframes it into virtual learning perspective.

https://www.td.org/user/content/hormazdmistry/5-easy-ways-to-measure-the-success-of-virtual-learning-programs-08-27-20-11-07

https://trainingindustry.com/magazine/jan-feb-2021/measuring-results-in-virtual-training-strategies-for-success/

How to make virtual learning deliver a positive ROI

https://www.chieflearningofficer.com/2020/12/21/measuring-the-impact-and-roi-of-virtual-learning/

• Start with why defined as a clear business need.
• Make it feasible by selecting the right solution.
• Expect success.
• Design for the desired outcomes.
• Measure application and impact.
• Analyze the data.
• Tell the story.

RESEARCHER’S NOTES

Additional Materials

Virtual Learning Global Best Practices

Dos & Don’ts of Teaching in a COVID-19 Environment²⁰�

Best Practices for Engaging Virtual Teaching²¹

• Establish virtual office hours
• Upload a “welcome” slide to your virtual classroom
• Use the whiteboard feature in your virtual classroom
• Provide transcripts, PowerPoint slides, and other materials referenced in your lecture
• Give students time to settle in
• Keep students engaged during synchronous sessions by using tools like chat, polls, and breakout rooms
• Help students feel more prepared by increasing opportunities for low stakes ”micro-assignments”.
• Keep your students’ attention by giving them opportunities to participate. Ask reflective questions.
• Embed specific, open-ended questions into your lecture in lieu of yes/no or general questions.

Regional Concerns²⁴

• Some students may be at a disadvantage as e-learning relies heavily on home environments, experts say
• Chinese and Hong Kong universities have been lauded for shifting quickly to e-learning while classes remain suspended during the coronavirus pandemic − some elite institutions even boasted of getting tens of thousands of staff and students online in a matter of weeks
• There are growing concerns that students from less-privileged backgrounds, or less-well-funded institutions, could be left behind.
• “Online classes may not pose a big problem in places like Hong Kong or Singapore, but it could significantly affect the learning opportunities and education outcomes among poorer families in the low-income countries,”
• On another level, it’s about the way students use computers and their readiness for digital learning. This is not about the computer itself but about culture – how one learns and how one communicates with others.

Mobile only as a platform? so learn through smaller gadgets? or does this mean that Mobile meaning shorter content? what constitutes mobile learning here based on the research?

Rising internet and smartphone penetration across APAC

The APAC e-learning market is slated to experience lucrative growth over the coming years owing to the rapidly increasing smartphone and internet penetration in the region. In fact, approximately nine out of ten people in South Korea owns a smartphone. With over 95% internet penetration across the region, e-learning sector is likely to gain considerable traction over the coming years.

Given the regional COVID-19 situation mobile e-learning technology is expected to record significant momentum in the Asia Pacific. Additionally, the growing adoption of portable gadgets like smartphones, laptops, and tablets is likely to further stimulate market demand. Corporate employees are turning to mobile learning services as they can sign up to short, modularized courses on tablets or smartphones even during commutes.

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RESEARCHER’S NOTES

https://www.globenewswire.com/news-release/2021/01/28/2165606/0/en/E-learning-Market-Forecasts-2026-Major-trends-outlining-the-industry-growth-in-North-America-Europe-APAC-COVID-19-Impact-Analysis-Graphical-Research.html

1. The trend is the device is a virtual learning via smartphone. More people are using mobile devices than computers to access the Internet.

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• Also short, modularized courses on tablets or smartphones.

E-learning is on the rise in APAC — and it’s going mobile²⁵

• Education has changed dramatically ever since Covid-19, with the distinctive rise of e-learning, whereby teaching is undertaken remotely and on digital platforms
• Over 32% of the e-learning market’s growth will originate from APAC
• the ability to train in nearly anything from anywhere with access to a global team of specialists on data-driven platforms is seeing a continued interest in the benefits of e-learning which will last a lot longer than the pandemic.
• Platforms such as Udemy, Coursera, Lynda, Skillshare, Udacity serve millions of people. Even top tier universities are democratizing learning by making courses accessible online.
• That’s because Asia, in its entirety, accounts for about half of all internet users in the world, many of which are smartphone-first.

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Online learning in East Asia amid the coronavirus epidemic – common challenges²⁶

Learning from UK Institutions²⁶

1. A lack of a comprehensive legal framework, set of regulations or a digital blueprint for the development of online learning in national education systems

2. Lack of expertise and skills in teaching online

3. Students lack of self-study skills

1. How to avoid deepening inequalities in society, resulting from access to online resources, platforms and tools.
2. Best practice of creating interactive learning activities, such as use of polls, inviting students to write online comments to answer questions, sharing notes and useful resources through features like Google Drive, and other innovative ways to make classes more interactive.
3. Assessment methods of students’ learning progress or how to develop innovative e-learning courses in different subject areas.
4. Formalising online education in education systems.

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Corporate training and communication are now a key driver in building culture and employee purpose.

• The skills employees develop in their new remote workplace are playing a larger role in fulfilling their purpose.
• New methods of training and communication are increasingly becoming an expectation
• Keep the Feedback Loop Looping
• Create a New Culture of Learning
• Ensuring that employees understand what leaders need them to understand should be an essential business process
• Use Training to Connect and Engage
• Zoom fatigue is real, so by delivering bite-sized chunks of content and reinforcing it over time,
• Take Culture Out of a Regular Cadence

https://trainingindustry.com/articles/strategy-alignment-and-planning/how-to-improve-your-company-culture-during-a-pandemic/

References

References:

1. RTI International, “Best Practices for Virtual Learning”

https://www.rti.org/best-practices-virtual-learning

• Griffiths M., Hiipakka J., Lantz E. (Mar 19, 2020), “Leading Practices for Remote Learning during COVID19”

https://www2.deloitte.com/us/en/blog/human-capital-blog/2020/covid-19-leading-practices-for-remote-learning.html

• Edmonds, S. (Apr 9, 2020), “Virtual Learning Design & Experiences”

https://www2.deloitte.com/au/en/blog/covid19-blog/2020/virtual-learning-design-experiences.html

• Deloitte (Mar 2020), “Virtual Facilitation : The art of building trust on virtual platforms”

https://www2.deloitte.com/content/dam/Deloitte/dk/Documents/human-capital/Deloitte-Virtual-Facilitation-Guide-March-2020-External.pdf

• Kshirsagar A., Mansour T., McNally L., and Metakis M. (Mar 17, 2020), “Adapting Workplace learning in the time of Coronavirus”

https://www.mckinsey.com/business-functions/mckinsey-accelerate/our-insights/adapting-workplace-learning-in-the-time-of-coronavirus

• Garcia J., Maples G., and Park M. (Nov 13, 2020), “Closing the capability gap in the time of COVID-19”

https://www.mckinsey.com/business-functions/mckinsey-accelerate/our-insights/closing-the-capability-gap-in-the-time-of-covid-19

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References:

7. Tereda, Y. (Oct 9, 2020),”7 High-Impact, Evidence-based Tips for Online Teaching”

https://www.edutopia.org/article/7-high-impact-evidence-based-tips-online-teaching

• Shaw, A. (Sep 5, 2019), “Scaffolding Learning in the Online Classroom”

https://ctl.wiley.com/scaffolding-learning-in-the-online-classroom/

• Boettcher J.V.Chapter 3, Ten Best Practices for Teaching Online, in the book, The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips, by Judith V. Boettcher and Rita-Marie Conrad. Published by Jossey-Bass https://tomprof.stanford.edu/posting/1091
• Wiley Education Services, “Teaching Practices for Your Virtual Classroom”

https://edservices.wiley.com/teaching-practice-for-virtual-classrooms/

• Edreports.org (Mar 20, 2020). “Educator Reviewers Share Tips and Best Practices for Virtual Learning”

https://www.edreports.org/resources/article/educator-reviewers-share-tips-and-best-practices-for-virtual-learning

• Minero, E. (Aug 21, 2020), “8 Strategies to Improve Participation in Your Virtual Classroom”

https://www.edutopia.org/article/8-strategies-improve-participation-your-virtual-classroom

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References:

13. Weldon, D. (Apr 28, 2020), “L&D Best Practices for your newly remote workforce”

https://www.cmswire.com/learning-and-development/ld-best-practices-for-your-newly-remote-workforce/

• LucidChart Content Team, “Best practices for Distance Learning in 2020”

https://www.lucidchart.com/blog/best-practices-distance-learning

• Dillon, C. ”Best Practices for Creating a Successful Virtual Learning Program”

https://www.emergenetics.com/blog/best-practices-creating-successful-virtual-learning-program/

• Hargrove, A. (Sep 24, 2020), “Nine Tips for Success with Virtual Learning”

https://blog.edgenuity.com/tips-for-success-with-virtual-learning/

• Taylor, T. ”Brain Breaks for Virtual Meetings and Trainings”

https://adrvantage.com/blog/brainbreaks/

• EducationIncites, 10 Tips for Surviving (And Thriving) During Virtual Teaching & Learning, From Real Teachers

https://educationincites.com/3069-2/

• BSD Education (2020), 7 Tips for Virtual Learning

https://bsd.education/wp-content/uploads/2020/03/BSDInfographic-VirtualLearning.pdf

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References:

20. Ferlazzo, L. (Aug 4, 2020), “Do’s & Don’ts of Teaching in a COVID-19 Environment”

https://www.edweek.org/teaching-learning/opinion-dos-donts-of-teaching-in-a-covid-19-environment/2020/08

• Blackboard, “Infographic: 10 Best practices for Engaging Virtual Teaching”

https://www.timeshighereducation.com/hub/p/infographic-10-best-practices-engaging-virtual-teaching

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https://unboxedtechnology.com/how-to-track-kpis-in-corporate-training/

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https://www.timeshighereducation.com/news/will-online-education-widen-asias-digital-divide

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https://techwireasia.com/2020/10/e-learning-is-on-the-rise-in-apac-and-its-going-mobile/

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