The Power of Virtual Classrooms in a Post-Pandemic World
Fosway research earlier in 2020 that showed 95% of learning leaders believe L&D has changed forever as a result of the COVID-19 crisis. One area of significant change was the explosion in use of Virtual Classroom solutions.
To understand more, Fosway did some research in association with Barco, a global provider of network visualised solutions, to better understand the impact of Virtual Classrooms and areas for further improvement. It is of course, no surprise that as many as 97% of organisations are now using virtual classrooms to support learning and development. Interestingly, over half (53%) told us that virtual classrooms have proved to be their most successful learning platforms during the pandemic. The shift to remote working has meant this explosion was inevitable, but we wanted to get beyond the initial crisis adoption to understand if these solutions are truly effective for learning – not just a sticking plaster.
Virtual classrooms have been a staple in corporate learning for a long, long time. And the current situation has meant there has been a sense that any learning is better than nothing, but that learning via virtual classrooms is still the poor relation to the physical classroom. However, as time goes on, organisations find themselves needing to get beyond lowest common denominator solutions and also have to deliver against strategic people initiatives such as leadership and team development.
Key headlines from the research include:
- 5 x increase in using virtual classrooms for high value programmes like leadership development since the start of COVID-19
- An explosion in the use of virtual classrooms for coaching and mentoring, with a 19x increase
- A 400% increase in the use of virtual classrooms for external training delivery
- 95% of learners are satisfied with their virtual learning experiences
- 70% of organisations have adopted Microsoft Teams as a virtual classroom solution, but only 10% rate it as effective for learning
L&D leaders also state that creating a differentiated experience from normal virtual meetings is critical. Designing experiences that include high levels of interaction are necessary to make virtual learning work.