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Online learning is a booming industry at the moment. An IBISWorld report shows that online education in Australia is an 8.1b market in 2022, showing a year-on-year growth of over 5%. The pandemic has created the will to both up-skill and learn in a virtual fashion, as opposed to the traditional face-to-face model.

Creating an online course to share your knowledge and keep your clients engaged is certainly the way to go.

However, creating an online course is much easier said than done.

How many courses have you bought that still lie unopened in your inbox?

Or perhaps you have started, but not been able to summarise the motivation to complete it?

Creating an online course that has an easy flow, yet holds the interest of the learner to the very end means you need to step out of being a trainer and walk in the shoes of your learner.

Pedagogy is the science of how people learn. People may be an expert at a subject… but this does not necessarily translate to their ability to teach. I have seen many experts trying to jam as much information into their learners as if they were an empty vessel that just needs to be filled.

Understanding how people learn, is just as important as the quality of the content that you create.

You have probably experienced this yourself – listening to an expert that “tells” you so much information that your brain hurts and you walk out so overwhelmed by the overload that you have no idea where to start. So you don’t.

Here are three common mistakes that I see on online courses:

1. Planning the flow

If your online course jumps from one topic to another without a planned flow, it can leave your learner confused and the temptation is to give up on it altogether. Before you jump in to create content, start with careful planning of modules (or topics) and lessons that are in each module.

You can do this in an old-fashioned sticky note and wall way – which is great to brainstorm in all your ideas and then be able to move them into a cohesive fashion. Or you can use a great digital tool such as ASANA. This tool has the added value of sharing with a team.

Breaking up your content into small digestible bites is much more effective than long monologues.

2. Providing information in a variety of ways

Learners love variety. Video is a must. But how can you vary your delivery in video format? When you are planning, think about delivery. Some information you will give straight to the camera (and I recommend writing a script and using a script prompter to avoid going off-topic!)

Some information may be in a practical setting – where you demonstrate to camera. And finally, some information will be best suited to having slides. Using a platform like Loom will enable you to share your slides, but also have your face speaking to your learner.

 

While the video is a must, having written notes to support your video helps your learner navigate the information.

Can you create this written content that is different from a direct transcript and include ways for your learner to write information down?

And what are you asking them to do with the information they have learned? Can you think of a way for them to apply their learning right away?

3. Professionalism of production

I can not stress enough the importance of details such as staging for your videos. And to have them professionally edited (this should be outsourced if you do not have the technical skills).

If you have a distracting background (a messy bookshelf and I am personally unable to concentrate!) or even busy clothing, your learner will be having an internal dialogue about that, rather than your information!

As mentioned above, unless you know your content inside and out and have a lot of experience in delivering it – then writing a script is a must.

Clear and concise delivery is key! A script can stop you from waffling.

However, reading from a script is a skill in itself!

It is quite probable that you won’t get it the right first time. It can sometimes take many many takes to get the quality that will keep your learner engaged.

Having an online course as part of your offerings is a financially beneficial and professional addition to your business.

Having an online course that is not professional and or not professionally produced can mean that your clients will not complete it, or worse still, are unwilling to “try again” with you in your next attempt.

As an experienced online educator, and with the 2021 Educator of the Year award under my belt… I have created an online course for YOU to work with YOUR clients.

EVEolution™ has six modules that cover all the key information that every one of your female clients needs:

  • Understanding their true core
  • How to do a pelvic floor contraction – both in isolation and combined with movement
  • How to work with their period (rather than against) it when exercising to maximise gains and minimise injury
  • How to modify exercise through each trimester
  • How to assess DRAM
  • How to be best placed to navigate the next change of their lives, menopause

EVEolution™ is organised in such a way, that you can be one step ahead of your clients, learning and then implementing the “doing”. The best learning comes when there is a dialogue between the learners – EVEolution™ can be delivered module by module – allowing women to learn together and revolutionise how they see exercise, themselves, and YOU as the coach and the expert.

EVEolution™ is a 50% partnership between me (the course creator) and you, the on-the-ground expert.

 EVEolution™ is everything you need to deliver programs that speak directly to the needs of your clients – no matter what age or stage they are at.

 EVEolution™ has a 100% money-back guarantee if you do not make your initial investment back in 3 months.

EVEolution™ partners have 3 months FREE on the EVEolution™ directory, as a way to connect with more clients.

Interested to learn more?

If you’re a fitness professional or any other service provider for women and want to become an EVEolution™ partner CLICK HERE.

If you’re interested in learning more about EVEolution™ CLICK HERE.

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