At some point, we have all sat through an endless lecture, producing more doodles in our notebooks than profound learning connections. Rarely does this type of passive instruction result in the mastering of skills. Interactive learning is more likely to produce positive outcomes in some form or another.
Research shows that engagement increases when interactive elements are part of a learning experience. However, this statement can be misleading. For some, interactive means flashy animation, glittery button-pushing tools, or added musical features. While these additions can be entertaining, they do not facilitate learning in a meaningful way. The following interactive situations can make content meaningful, leading to skill mastery with careful planning and creativity.
Opportunities to access content in various ways give learners options. Some learners can absorb content by reading, listening to, or watching content. But this is not interactive. It is one-directional and one-dimensional.
Active learning strategies make this type of interaction engaging and more likely to “stick” by requiring the learner to DO something with the information. For example, suppose the training goal is compliance-based, like safety training. In that case, learners use the information from documents, audios, or videos to demonstrate they can follow the procedures. Learners could video themselves exhibiting the right safety protocols, complete a , or participate actively in a discussion (online or in-person). Exposure to content is not enough. Learners must be able to do something with their newly acquired knowledge.
Interaction between group members is a valuable learning experience. Since many training events focus on a specific department with a focused goal, activities that utilize learner-to-learner interactions make sense. Collaborative group projects, peer reviews, role plays, or even collaborative games help learners support and teach one another. Learners could also evaluate their partner’s work, possibly with the help of a rubric or model.
Suppose the training goal is to decrease the time it takes to resolve customer complaints. In that case, an example of learner-learner interaction is a learning gap activity in which groups become experts on specific topics. Small groups form to act as “home” teams and a different group member researches a potential customer service issue with members of the other “home” teams. After discussing the topic, members regroup to their “home” team and share what they learned.
Interactive tools continue to grow in popularity. High-quality tools provide entertaining, engaging, and efficient ways to view content and assess mastery. The trick is to utilize interactive materials that offer personalized, instant feedback. For example, if the business goal is to improve client interactions, you could provide virtual reality programs that present realistic scenarios. Learners make decisions in real time and can evaluate the result of those choices. Another option is using artificial intelligence-based tools. The most sophisticated programs learn and adjust to the selections that users make. They offer feedback based on data and can provide suggestions to improve skills. Mastering skills through practice is another feature to look for when choosing tools for training. A basic presentation and quiz format alone is not genuinely interactive and won’t help learners achieve the business goals.
Interactive learning exists in many ways. Various techniques give learners a chance to practice learned skills and prove mastery in new and exciting ways. Engagement is always a concern, but not at the cost of authentic learning.
LXcelerate helps organizations design, build, and implement learning solutions for an increasingly complex business environment.
Call Anytime
Copyright (c) 2024 LXcelerate, LLC. All Rights Reserved.