VIRTUAL TRAINING Cindy Huggett, CPTD
One of the most common complaints I hear from virtual facilitators around the globe is that participants don’t turn on their cameras. Can you relate?
In my first book, Virtual Training Basics, published almost 15 years ago, I dismissed the idea of using webcams for virtual training. Internet bandwidth didn’t support streaming video, and few laptops were equipped with webcams.
Fast-forward to the book’s second edition, released in 2018, and the first thing I updated was this recommendation. Technology had evolved enough to support the use of webcams in virtual classes. And that pendulum has continued swinging, barreling forward to today, where video communication is commonplace. Webcams are ubiquitous and Wi-Fi is readily available in most locations.
Despite the many benefits of seeing faces on screen, pushbacks on several fronts keep some participants from turning on their webcams. The tiring effects of video fatigue, the desire for personal privacy and the hesitation to be on screen all contribute to webcam reluctance.
So, what’s a virtual facilitator to do? What’s the right balance between respecting participant wishes to stay hidden and requiring cameras on for better communication?
Here are three recommendations that will help:
Set expectations in advance. If webcams will enhance the learning environment for your topic and participant group, then communicate this information in advance. Include a statement in the program description to indicate that webcams will be used for video communication. Mention webcam use in the registration details and reminders.
By letting participants know ahead of time that video is part of the program, they won’t be surprised by it. They will have time to prepare their equipment, their workspace and their appearance, and therefore will be more likely to turn them on. This step helps eliminate participant excuses.
Start in gallery view. If webcams help create community and conversation, then set up the virtual classroom display in a way that emphasizes video. In other words, when participants join, be in gallery view so that all participants are easily visible. When remote participants join and see their peers’ faces, they may be more likely to enable their own cameras.
Of course, this doesn’t mean the videos need to remain front and center throughout the entire program. You might have video-on for group communication and video-off for activities. Or determine set points in the program when cameras will be used, and when they won’t.
But starting with cameras on sets the tone for social conversation. Using a video gallery as a greeting upon virtual classroom entry goes a long way to encourage webcam use.
Share how to use the platform’s video settings. Webcam reluctance sometimes stems from lack of comfort in using the tools. Give participants confidence by teaching them how to use the platform’s video settings.
For example, show them where to find the “Hide Self-View” option so they can focus on others and not watch their own video (which can quickly lead to video fatigue). Or to help preserve privacy, teach them how to blur their image or use virtual backgrounds.
You can also explain the video controls to adjust for low lighting and smooth skin tone. These settings provide solutions to common obstacles cited by participants who may not otherwise turn on their cameras.
Personalized avatars may be a happy medium between showing up on camera while still maintaining privacy. Avatars let participants be on webcam without actually revealing themselves on screen.
Avatars may look realistic like a human face or be cartoonish, but most importantly they mimic the facial expressions of the person behind the camera, creating a sense of social presence. If your organization allows the use of avatars, include instructions on how to create them in your pre-class communication so that participants can choose this option.
Finally, a word about requirements. Participants should be invited to turn on their webcams at the start of a virtual class and video should be encouraged. But that’s not the same thing as requiring 100% compliance with webcams always on for every participant.
There are valid reasons why someone might not be able to use a webcam. Like the phrase, “you can catch more flies with honey instead of vinegar,” extending grace and understanding is essential.
By using the positive techniques listed above, you’ll increase the chances that webcams will be on, and communication will be enhanced.
Cindy Huggett, CPTD, is a consultant and author whose books include The Facilitator’s Guide to Immersive, Blended and Hybrid Learning and Virtual Training Tools and Templates. Email her at Cindy@CindyHuggett.com or connect with her on LinkedIn at www.linkedin.com/in/cindyhuggett/.