Unfortunately there is a misconception around virtual learning that it is as simple as transferring learning content from a conventional classroom-like basis to an online platform. The purpose of this article is to educate on the key principles underpinning the design of virtual learning environments that are ‘brain-friendly’ for adult learners using strategies that are informed by the field of behavioural science. 
One common mistake when “transferring” learning materials from books to virtual platforms is the tendency to focus on maximising content but leaves little space for internalisation of information. Facilitators are usually tempted to include “additional info” that can take away the coherence between learning points and this increases unnecessary complexity. This cognitive overload is not contributing to the virtual learning experience because our brains function by connecting information through a pattern of thoughts known as schema, making sense of each relationship between information received. Hence, instructors should keep their content simple by having a strategic focus when designing virtual learning programmes as well as outlining learning objectives because adult learners are already intrinsically motivated to learn, anticipating new information they could apply to their existing knowledge as proven by andragogical studies.
Other common challenges faced by instructors is retaining learners’ attention but this can be proactively managed by designing problem-centered learning solutions. Adults are self-directed learners with an abundance of life experience. Thus, instructors should create activities using scenarios/case studies that empower learners to build on existing knowledge while focusing their attention in areas they need to build competence on. This ensures practicality and exchanging real-life experiences with peers also enhances engagement and internalisation as supported by social learning theory. The social aspect of virtual learning increases recalling ability as learners actively immerse themselves with the learning material when they model targeted behaviour through interaction among peers. Introducing gamification also captures learners’ attention not only because it is fun but also creates positive reinforcement as learners experience immediate feedback loops enabling them to track their progress based on how they demonstrated knowledge and skills in a particular subject.
Instructors can also introduce minimal modifications by using #nudges to influence learners’ behaviour. Some simple applications of nudging are rephrasing important information for clarity and using available shortcuts like the colours of traffic light to indicate behaviours to start, stop and continue doing. Using social proof also encourages learners to model targeted behaviour by sharing statistical information of the majority population that demonstrated such behaviours. This is highly effective as people have an innate desire to be part of the in-crowd (herd mentality). Timeliness is also key in applying nudges. People are biased towards short-term effects known as the present bias making them underestimate the benefits of learned behaviours when impact is not tangible. This means instructors should remind how learned behaviours can be significantly beneficial when applied in their specific roles in a timely manner. In general, trainings should not be treated as events, but a learning journey that puts the learner in control. Thus, it is crucial to incorporate behavioural science principles, emphasising on peoples’ process of learning because that is how training should be designed ultimately.
Key References:
Blondy, L. C. (2007). Evaluation and application of andragogical assumptions to the adult online learning environment. Journal of interactive online learning, 6(2), 116-130.
Surendeleg, G., Murwa, V., Yun, H. K., & Kim, Y. S. (2014). The role of gamification in education a literature review. Contemporary Engineering Sciences, 7(2932), 1609-1616.
Spencer, R. (2015). How to Apply Social Learning Theory for Effective eLearning. https://www.pulselearning.com.