Virtual Training and the ARCS Model of Motivation
Guest Author: Kimberly Isley-Pesto
Picture this: It’s 9:00 am and you are preparing to deliver training via WebEx. The session is scheduled to last one hour and you’re expecting 70+ participants. You begin having nagging thoughts about the challenges you might face in facilitating a synchronous session, and panic sets in. You won’t be able to read body language as you would in a classroom, so you worry this will impair your ability to adjust your facilitation style to engage distracted learners. You’ll have to vie for your participants’ full attention given a plethora of distractions— phone calls, emails, work tasks, social media alerts and co-workers etc., and you won’t know if they are motivated and engaged.
As a frequent facilitator of online training, I know far too well the obstacles faced when trying to connect with learners you can’t see. When it comes to motivating online learners, the struggle is real. So, how do you motivate your learners to stay fully engaged when using web conferencing tools like WebEx or AT&T Connect to deliver learning?
John Keller’s ARCS Model can go a long way in creating training experiences aimed at motivating and engaging learners. In this blog post, I’ll share how to apply the four steps in the ARCS Model to encourage and sustain learner motivation when delivering training using synchronous learning tools:
Attention – Techniques for commanding participant attention include the use of:
- Active participation –Use the web conferencing tool’s interactive features such as raise hand, polling questions, chat functions and the whiteboard to get the learners involved.
- Mix it up – To reinforce a topic’s relevance and account for the variety of individual learning styles, vary methods when presenting material. For example, you might have guest speakers join in for part of the presentations, including stories or case studies, and ask open-ended questions.
- Humor – A humorous anecdote can generate positive energy and create immediate motivation. Just be sure to use stories that will not offend your participants and don’t overdo it. A little humor goes a long way in virtual training.
- Conflict – Presenting information contrary to what the learner already knows can spark their attention and bait their interest, making them want to know more.
- Keep it real – Use visual examples, videos, and images.
Relevance – Techniques to make the training content meaningful include:
- Connect to previous experience – Guide your learners to build upon their current knowledge so that they’ll understand how the training is expanding upon what they already know and how this new information will improve or enhance their current knowledge or skills.
- Present value – Give the learners WIFM, or “What’s in it for me.” They’ll be motivated to pay attention if they perceive the training will help them immediately deal with a real-life problem or specific situation.
- Future value – Communicate from the beginning how the training content will assist your participants with future challenges.
- Modeling – Give your participants examples of others who have successfully applied the knowledge or skills presented. This could be in the form of guest speakers, stories and/ or case studies.
- Choice – This can be accomplished by asking your learners to share ideas during the session on how they plan to apply what they have learned. (i.e. via web conference features such as raise hand, chat or soliciting open-ended questions for virtual large group discussion).
Confidence – Include activities that will increase confidence in applying new knowledge and skills. If participants feel they can accomplish the learning goals, their motivation will increase.
- Facilitate learner growth – Allow for incremental steps of growth during the learning by allowing participants to contribute in ways that demonstrate their progress. Use the breakout session functionality to set up small private groups away from the main training session. Assign small-groups discussions, case study review, and other collaborative activities to allow your participants to apply what they have learned in the session.
- Provide the learning objectives – Let your participants know in advance what they are expected to achieve as a result of attending the online training session. Knowing what is expected and how they’ll be evaluated can motivate them to stay engaged throughout the entire session.
- Give feedback – Even with large groups of participants, it is possible to give feedback. In past sessions, I have made it a point to comment positively when learners participate. This encourages others to chime in during large group discussion and drives greater engagement with all learners during the session.
- Give learners control – Provide your participants with some control over the learning experience to give them a sense of ownership. Give them choices about learning methods that they’ll find useful. Recently, I used polling to solicit real-time feedback on how the participants wanted the training content to be covered during the WebEx session.
Satisfaction – Following are strategies on how to connect participant satisfaction to learning motivation:
- Rewards – Present rewards in the form of a sense of accomplishment or words of praise to increase learner satisfaction and sense of achievement with recognition of participation during the session. You might also give out prizes. In a recent session, I advised the participants that I had five Starbucks gift cards to give away during the training. All they had to do to win was be the first to answer a question correctly via chat.
- Quick application back on the job – Encourage participants to apply their newly acquired knowledge and skills immediately when they return back to the workplace. Again, breakout sessions are a great way to engage learners by allowing them to collaborate through problem-solving activities.
I’ve given you much to consider for the next time you design and virtual training by using the ARCS Model of Motivation. Can we keep all participants engaged during the synchronous session? Perhaps not, but I do believe using ARCS can increase your odds.
Having read through the strategies and techniques shared here, what would you do—or have you done to motivate and engage your learners in virtual session? Which ARCS techniques would you use of in your next facilitation of synchronous learning? Leave your comments or questions below to continue the discussion.
For more information about John Keller’s ARCS Model of Motivation check out his book “Motivational Design for Learning and Performance: The ARCS Model Approach.”
- Motivational design for learning and performance. The ARCS model approach. By John M. Keller. New York; Springer 2010