Virtual Training Delivery Training Course

Duration 5 days 10 modules · 33 contact hours
Level Intermediate Certificate on completion
Who attends Learning and Development Managers, Corporate Trainers and others
Fee from USD 1,100 KSh 95,000 for Kenyan organisations
Where 52 cities + online See dates by city
Next start 16 Nov 2026 Course code SD-LD-239

Before you join: Participants should have experience delivering, supporting or designing instructor-led training, workshops or briefings.

Dates & prices

Two start dates a month in every city, and live online on weekdays or weekends. Fees are per participant; classroom fees include tuition, materials, lunch and refreshments, and the certificate.

Suggest a date or city

Showing the next six months. Later dates, other cities and private deliveries for your team are available on request.

Course overview

Virtual delivery can fail even when the subject expertise is strong. Trainers must manage attention through a screen, make instructions unambiguous, maintain participation without forcing it, respond to technology disruptions and gather evidence that learning occurred. Poorly designed virtual sessions often produce passive attendance, uneven contribution, weak knowledge retention and limited workplace application. This course prepares Learning and Development professionals to design and facilitate live virtual training that is structured, inclusive and performance-focused.

Participants learn how to convert face-to-face material into virtual learning journeys using backward design, Bloom's Taxonomy, learning objectives, storyboards and session run sheets. They configure common live-learning functions including chat, polls, breakout rooms, whiteboards, screen sharing and recordings. The course covers facilitator presence, questioning, instructions, debriefing, co-facilitation, assessment, feedback, accessibility and contingency planning. Participants also examine how to use learner data, evaluation measures and manager support to reinforce application after the session.

Teaching combines short briefings, facilitator demonstrations, case work, group design tasks, virtual delivery simulations and structured feedback. Participants work with realistic examples such as compliance briefings, systems training, leadership workshops and policy roll-outs. Each participant develops a reusable virtual training design pack containing a session storyboard, facilitator run sheet, interaction plan, assessment approach, accessibility checklist and post-session transfer plan. Delivery is available as instructor-led classroom training in 50+ cities or as live online training. Participants who complete the course receive a certificate of completion.

The course is suited to trainers and subject-matter experts who already deliver, or are preparing to deliver, instructor-led sessions through Zoom, Microsoft Teams or similar platforms. It is particularly relevant where virtual programmes support regulated learning, operational change, leadership development, technology adoption or distributed workforces.

What you will be able to do

  • Design live virtual sessions using backward design, measurable objectives and session storyboards
  • Configure Zoom or Microsoft Teams settings for secure, controlled learner participation
  • Facilitate virtual discussions using questioning sequences, chat protocols and structured debriefs
  • Create interaction plans using polls, breakout rooms, collaborative whiteboards and peer teaching
  • Apply cognitive load, signalling and progressive disclosure principles to virtual learning materials
  • Assess learning through diagnostic polls, scenario-based questions, rubrics and knowledge checks
  • Build accessible virtual sessions using Universal Design for Learning and WCAG 2.2 considerations
  • Produce facilitator run sheets, contingency plans and post-session transfer plans

Benefits of attending

For you

  • Design virtual sessions with clearer timing, interaction and evidence of learning
  • Handle silence, dominant contributors and distracted participants with defined facilitation techniques
  • Use breakout rooms, polls and whiteboards with purpose rather than as novelty features
  • Build a reusable delivery pack for future online programmes
  • Demonstrate credible virtual facilitation capability to managers and internal clients

For your organisation

  • Improves consistency across virtual training delivered by internal facilitators
  • Reduces passive attendance through structured interaction and accountability methods
  • Strengthens adoption of new systems, policies and operating procedures
  • Improves accessibility for distributed learners with differing needs and connectivity constraints
  • Creates reusable session assets that reduce preparation time for future cohorts

Course modules

10 modules over 5 days

Participants can establish the learning conditions and design assumptions for an effective live virtual session.

  • Adult learning principles translated into live virtual session decisions
  • Community of Inquiry model: teaching, social and cognitive presence
  • Learning objectives written with Bloom's measurable action verbs
  • Virtual learner personas built from role, context and digital constraints
  • Attention cycles planned around cognitive load and screen fatigue
  • Psychological safety established through explicit participation agreements and norms

Participants can structure a virtual course around performance outcomes, practice and follow-through.

  • Backward design links performance outcomes, evidence and learning activities
  • Session arcs structured with opening, practice, feedback and closure
  • Chunking converts dense subject matter into teachable virtual segments
  • 70:20:10 used to connect formal learning with workplace application
  • Storyboards specify facilitator actions, learner actions, media and timing
  • Five-day agendas balance instruction, interaction, breaks and consolidation
  • Learning contracts clarify prework, attendance expectations and follow-through

Participants can select and configure virtual classroom features for the intended learning design.

  • Platform selection criteria cover security, accessibility, integrations and participant scale
  • Microsoft Teams and Zoom settings configured for controlled participation
  • Room layouts planned using chat, polls, whiteboards and breakout rooms
  • Facilitator, producer and technical-support roles assigned through run sheets
  • Backup channels prepared for audio, connectivity and platform failures
  • Data protection decisions address recordings, attendance reports and consent

Participants can lead virtual sessions with clear presence, instructions, pacing and transitions.

  • Opening routines establish purpose, relevance, technology readiness and learner voice
  • Facilitator presence conveyed through voice, pacing, camera and chat
  • Questioning sequences use cold call, chat storm and reflective pause
  • Instructions framed with outcome, timebox, process and reporting method
  • Transitions signpost changes between plenary teaching, practice and debriefs
  • Co-facilitation handoffs coordinated through private cues and run sheets

Participants can select and facilitate interaction methods that serve defined learning purposes.

  • Polls diagnose prior knowledge and surface misconceptions quickly
  • Breakout room tasks use roles, prompts, timeboxes and report-backs
  • Collaborative whiteboards structure sorting, mapping, annotation and prioritisation
  • Chat protocols support parallel responses without excluding quieter participants
  • Peer teaching converts participant experience into structured learning moments
  • Debriefs follow What? So what? Now what? questioning

Participants can create virtual learning materials that reduce overload and support access.

  • Slide design applies signalling, proximity, contrast and progressive disclosure
  • Screen sharing uses annotated windows, cursor control and staged reveals
  • Demonstrations follow tell-show-do-review sequencing for digital procedures
  • Video, documents and job aids selected against learning purpose
  • Universal Design for Learning offers multiple engagement and expression routes
  • WCAG 2.2 considerations cover captions, contrast, keyboard access and documents

Participants can gather valid evidence of learning and provide feedback during virtual delivery.

  • Diagnostic polls establish baseline knowledge before instruction begins
  • Knowledge checks align questions directly with stated learning objectives
  • Scenario-based assessments test decisions under realistic workplace constraints
  • Rubrics define observable criteria for virtual demonstrations and assignments
  • Feedback uses SBI and feedforward to improve subsequent performance
  • Kirkpatrick Level 1 and 2 measures capture reaction and learning
  • Completion evidence combines attendance, participation records and assessed outputs

Participants can plan virtual learning that accommodates varied access needs, locations and participation styles.

  • Accessibility checks address captions, readable materials and keyboard-only participation
  • Time-zone planning balances synchronous sessions with asynchronous preparation
  • Cross-cultural facilitation avoids idioms, assumptions and unequal speaking access
  • Neuroinclusive choices offer predictable agendas, quiet reflection and clear instructions
  • Low-bandwidth alternatives provide dial-in access, downloadable resources and offline tasks
  • Participation data reviewed for silence, dominance and exclusion patterns

Participants can prepare and manage the operational requirements of reliable virtual delivery.

  • Facilitation run sheets sequence timings, roles, links and contingency actions
  • Pre-session checklists verify permissions, materials, recordings and participant communications
  • Technical rehearsals test screenshare, breakout assignments, polls and audio
  • Contingency plans address absent facilitators, platform outages and inaccessible files
  • Producer dashboards monitor chat, questions, timing and learner support
  • Post-session reviews capture incidents, feedback and improvement actions

Participants can plan reinforcement, evaluation and their own continuing development as virtual trainers.

  • Action plans translate session learning into role-specific workplace commitments
  • Manager briefing notes specify observation points and reinforcement conversations
  • Spaced retrieval schedules reinforce critical knowledge after live sessions
  • Performance support tools embed prompts within real work processes
  • Evaluation plans connect behaviour measures with business performance indicators
  • Personal virtual trainer development plans prioritise evidence-based improvement actions

Exercises and examples are adapted to each cohort's sectors and roles.

What you take back to work

  1. Virtual session storyboard template
  2. Facilitator and producer run-sheet template
  3. Virtual interaction planning matrix
  4. Accessible learning materials checklist
  5. Virtual assessment and feedback model
  6. Post-session workplace transfer plan

Who should attend

  • Learning and Development Managers — need consistent standards for virtual learning delivery
  • Corporate Trainers — need stronger control of participation, pace and learner engagement
  • Technical Trainers — need clear methods for teaching systems and procedures remotely
  • Subject-Matter Experts — need to turn specialist knowledge into structured live virtual sessions
  • HR Business Partners — need to support virtual change, policy and capability programmes
  • Training Coordinators — need to manage virtual session logistics, platforms and learner communications

Skills and tools covered

Virtual session designOnline facilitationLearner interactionDigital assessmentAccessible learning designTechnical contingency planning

Tools and standards

Bloom's Taxonomy, Community of Inquiry framework, Universal Design for Learning, WCAG 2.2

How the course runs

Training methodology

The course uses short instructor briefings to establish methods and standards, followed by case work, group design tasks and virtual delivery simulations. Participants analyse common delivery problems, including silent groups, overloaded slides, unclear breakout tasks, platform failures and inaccessible materials. They practise facilitation sequences using polls, chat, whiteboards and breakout rooms, then receive structured peer and instructor feedback. Application planning connects course methods to each participant's own training subject, audience and delivery platform.

Requirements and prerequisites

Participants should have experience delivering, supporting or designing instructor-led training, workshops or briefings. They should be comfortable using standard office applications, joining online meetings, sharing files and participating in video calls. Familiarity with Zoom, Microsoft Teams or another virtual classroom platform is helpful but not essential. The course does not require instructional design qualifications, software administration rights, programming skills, video production experience or advanced graphic design capability. Participants benefit most when they bring a real training topic they may need to deliver virtually.

A typical training day

08:30 – 10:30First session
10:30 – 10:45Refreshment break
10:45 – 12:30Second session
12:30 – 13:30Lunch and networking
13:30 – 15:00Third session
15:00 – 15:15Refreshment break
15:15 – 16:30Workshop and daily review

Live online deliveries follow the same structure in East Africa Time, with shorter screen blocks and longer breaks.

What the fee includes

  • Instruction by a practitioner facilitator
  • Full course workbook and materials
  • Exercise files, templates and case studies
  • Refreshments and lunch on classroom deliveries
  • Certificate of completion
  • Post-course application plan

Frequently asked questions

You should have some experience delivering, supporting or designing instructor-led learning, workshops or business briefings. You do not need formal instructional design qualifications or advanced technical skills.

Bring a laptop for live online delivery and, where possible, a real training topic you need to convert or improve. Existing slides, agendas or participant materials are useful source material for your design work.

It is designed for corporate trainers, Learning and Development staff, technical trainers, HR professionals and subject-matter experts. It suits professionals delivering live sessions through Zoom, Microsoft Teams or similar platforms.

This course focuses on live, instructor-led virtual delivery rather than self-paced e-learning production. It covers facilitation, interaction, virtual classroom setup, assessment and delivery operations, while still using sound learning design methods.

Participants develop materials that can be adapted for their own programmes, including a storyboard, interaction plan, run sheet and transfer plan. The methods apply to compliance training, systems roll-outs, leadership workshops, policy briefings and technical instruction.

The programme runs for five training days, normally 08:30-16:30, with approximately 6.5 contact hours each day. Time is divided between facilitated instruction, analysis of delivery cases, design work, simulations, feedback and application planning.

Questions about this course?

Ask about dates, fees, group bookings or running it for your team. Our training team replies by email.

Ask on WhatsApp info@skillsetdevelopment.com

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