Choosing the Right Format for Online Training
Training can occur in a variety of formats, and no single one fits every learner. An engaging lecture can convey the importance of accessible design, while a recorded, step-by-step tutorial may be better for demonstrating how to add accessibility tags to an infographic. Similarly, training related to a specific federal law may lend itself to a highly structured, text-based course that learners can return to as a reference.
QIP’s instructional designers determine training format in much the same way we determine all aspects of the training: Start by defining specific learning objectives. What should learners know or be able to do by the end of the training? What is the most effective way to help learners retain that information and make it actionable? We then determine which format—or combination of formats—will best help learners achieve those objectives.
Understanding the Options
Synchronous and Asynchronous
One important set of options is between synchronous and asynchronous learning.
Synchronous—or live—training allows learners and instructors to interact directly. Live training gives learners the opportunity to hear from subject matter experts and interact with them in real time. Experienced presenters can provide examples, anecdotes, and context that make complex material feel relevant and memorable. Learners can also ask questions, hear from their peers, and respond to the instructor throughout the session.
Presenters benefit from this interaction, as well. Questions, nonverbal feedback, and audience participation can help an instructor recognize when learners need additional explanation or when a particular topic is resonating. Live sessions also retain some of the natural imperfections of conversation—pauses, stumbles, colloquial language, and occasional tangents. Those qualities are not necessarily weaknesses. In some contexts, they can make an instructor feel more approachable and the learning experience more authentic.
The tradeoff for these benefits is accessibility and scale. Scheduling a live session that works for a large audience can be challenging, and repeated delivery requires additional staff time and resources. Live training may therefore work best when real-time interaction is important to achieving the learning objectives.
Asynchronous training allows learners to participate on their own schedules through recorded videos, text-based modules, activities, and other resources. These trainings can be more editorially perfect—for example, trainers can get a “do over” if they say something in a recorded lecture in a less than ideal way. They also lower costs because the training can be developed once and repeated indefinitely.
However, asynchronous trainings are less engaging because there is limited interaction. If a learner has a question, it cannot be answered immediately. Trainings also might take longer to complete; without the social pressure to come to class at a specific time, people are more inclined to delay watching the module and ultimately complete the training.
Scripted Video
For highly technical material, scripted videos provide greater control over both the visuals and narration. They are particularly useful when demonstrating a specific task, explaining a detailed process, or presenting information that must be reviewed and approved before publication.
For example, a step-by-step software demonstration may benefit from a carefully written script that ensures each instruction matches exactly what appears on screen. Scripted content may also be necessary when multiple reviewers need to approve the language before a training is released.
The challenge with scripted content is maintaining authenticity. A heavily scripted presentation can sometimes sound less conversational than an expert speaking naturally. One way to balance accuracy with authenticity is to script the essential content while giving presenters some flexibility in how they deliver examples, transitions, or anecdotes.
Project-Based and Interactive Learning
Sometimes the most effective way to learn is by doing.
Interactive project-based exercises can help learners move from understanding a concept to applying it. A coding exercise, data visualization activity, scenario, or guided practice gives learners an opportunity to test their skills and build confidence.
These activities can also work well asynchronously. Step-by-step exercises allow learners to practice at their own pace, repeat difficult sections, and return to instructions when needed. Rather than treating interactivity as a separate training format, QIP incorporates it alongside text, video, and other modalities to reinforce learning objectives. For example, a video demonstration might pause and ask learners to complete a step themselves, while text-based content might incorporate scenarios, knowledge checks, or opportunities to apply a concept before moving on.
However, project-based trainings take time, and users will need support if they have questions or are struggling with the content. If they cannot get real-time feedback and support, students may become frustrated and ultimately not finish the course. Therefore, we always balance the right level of challenge with the goal of inspiring learners without frustrating them.
Text-Based Content
Text-based training relies primarily on learners reading content on screen, sometimes supplemented by graphics, knowledge checks, or other interactive elements. These courses are ideal for highly technical material that will be referred to multiple times, such as requirements related to legislation like the Family Educational Rights and Privacy Act (FERPA).
Text-based courses can often be developed and updated relatively efficiently. However, relying too heavily on text and slides can lead to a passive learning experience, leaving learners disengaged and bored. Activities, knowledge checks, scenarios, and other interactive elements can help learners stay engaged and apply what they are learning.
The Best Approach May Be a Mix
Choosing a training format does not have to mean selecting a single modality for an entire course. Combining formats creates a stronger learning experience. A course might begin with a short, conversational video from a subject matter expert, use text and graphics to explain technical concepts, provide a recorded demonstration of a specific process, and conclude with an interactive activity that allows learners to apply what they have learned.
This mixed approach also reduces the burden on presenters. Live or unscripted video can be reserved for the moments when an expert’s perspective, enthusiasm, or experience adds the most value, while scripted video and text can communicate information that requires precision.
