Improving Learning Outcomes

[Learning Objectives Title]

For adult learners in risk management and insurance (RMI), strong learning objectives do more than set the agenda. They help connect instruction to real-world challenges, frame content in terms of professional value, and encourage engagement through relevance and practicality. By clearly defining who the instruction is for, what learners will be able to do afterward, and why those skills matter in their daily work, you establish a direct link between the instruction and on-the-job performance. This clarity not only guides learners’ expectations; it also helps instructors highlight examples and design activities that reinforce meaningful application.

The following sections explore:

  • What Makes a Strong Learning Objective? The essential components—audience, action, and relevance—that transform ineffective statements into precise, outcome-focused goals for adult learners.

  • Transforming Learning Objectives: From “OK” to Impactful: How to specify exactly who is learning, articulate what they will do, and connect each objective to a concrete benefit in their professional role.

  • Aligning Objectives With Adult Learning Principles: Why well-crafted learning objectives are at the heart of adult education best practices, influencing everything from learner motivation to content sequencing and application.

With these principles in mind, you’ll write objectives that outline clear targets, highlight practical value, and contribute to more impactful RMI learning experiences.

What Makes a Strong Learning Objective?

A strong learning objective for adult learners should:

Put the Learner First

Specify your audience. Rather than using general terms like "attendees," identify the specific professional group. For example:

  • Instead of: "Attendees will learn..."

  • Use: "Underwriters participating in this webinar will learn..."

This signals to learners that the session is tailored to their professional role and challenges.

Identify the Actionable

A learning objective should make clear what the learner will be able to do, not just what they will be exposed to. Avoid vague verbs like "understand" or "learn about."

Instead, use actionable verbs that align with higher levels of Bloom's Taxonomy, such as draft, evaluate, implement, or analyze. These verbs imply deeper engagement with the material and a clearer link to professional skills.

Be Framed With Relevance

Adult learners want to know why they are learning something, and they want to know up front. Learning objectives should explicitly connect the instruction to a workplace application or professional benefit.

For example:

  • "...to improve client communication during high-stakes claims negotiations."

  • "...to reduce errors in coverage analysis and avoid E&O exposure."

  • "...so they can apply new underwriting tools to assess emerging risks more efficiently."

These elements reflect best practices in adult education, which emphasize purpose-driven, experience-based learning that connects directly to workplace performance. By combining these three elements—audience, action, and relevance—RMI instructors can write learning objectives that set the stage for meaningful, engaging, and applicable instruction.

Transforming Learning Objectives: From "OK" to Impactful

Even experienced professionals may fall into the trap of writing learning objectives that are too vague, passive, or disconnected from real-world application. Below are three examples that illustrate how to take an "OK" learning objective and transform it into one that is specific, actionable, and relevant—making the content more engaging and impactful for adult learners.

Example 1

Clarifying the Actionable

  • OK: Students will learn about the components of a Reservation of Rights (ROR) letter.

  • Better: Webinar participants will be able to draft effective, legally compliant Reservation of Rights (ROR) letters, reducing the risk of litigation and the need for follow-up addendums.

Learner / Actionable / Relevancy

The improved version replaces vague language (What does it mean to “learn” and for what purpose is the student “learning”?) with a skill-based verb (i.e., “draft”) and a clear, performance-based outcome that reflects a practical application (i.e., “reducing the risk of litigation and the need for follow-up addendums”).

Example 2

Making Relevance Explicit

  • OK: Students will understand the importance of ethics in the insurance industry.

  • Better: Claims agents will learn strategies to prevent ethical fading, ensuring fair client treatment and protecting the company’s reputation.

Learner / Actionable / Relevancy

This revision improves the learning objective by clarifying the real-world value of the learning. Rather than passively “understanding” ethics, learners will be positioned to implement specific strategies in a way that directly supports professional ethics and organizational goals (e.g., protecting reputation and client relationships).

Example 3

Building From Prior Knowledge

  • OK: Attendees will be introduced to new cyber liability trends.

  • Better: Risk managers will evaluate emerging cyber liability trends in relation to their current risk portfolios, thereby improving their risk mitigation strategies and in turn better protecting their clients.  

Learner / Actionable / Relevancy

The revised objective explicitly acknowledges the learners’ existing expertise (i.e., familiarity with current portfolios) in preparation for higher-order thinking. Learners are not just introduced to trends—they are applying new insights to a familiar, job-relevant context and producing actionable outcomes (e.g., risk mitigation strategies for clients.)

Aligning Objectives With Adult Learning Principles

Getting your learning objectives right is essential because they serve as the blueprint for your entire session. Well-defined objectives guide every decision, such as choosing real-world examples and designing hands-on activities to selecting appropriate peer-led instructional opportunities. When objectives are identified at the outset and closely tied to adult-learning best practices, they keep you focused on what truly matters for RMI professionals. Conversely, objectives that aren’t aligned will lead to content that feels off-target, activities that miss the mark, and outcomes that fail to impact learners’ day-to-day.

Effective learning objectives reflect the following core principles of adult education:

  • RMI professionals are busy and goal-oriented. They come to learning opportunities with a clear sense of purpose, whether it’s improving client service, reducing errors, or meeting compliance expectations. Learning objectives should clearly signal how the session will support those goals from the outset.

  • RMI professionals are problem-solvers by nature. When learning objectives clearly connect to their day-to-day responsibilities (e.g., managing client risk, handling claims efficiently, or navigating compliance), they’re more likely to view the session as a worthwhile investment of their time.

  • Many RMI professionals bring years of industry experience into the learning environment. Objectives that acknowledge and build on that expertise (e.g., referencing current workflows, common challenges, or familiar tools) foster trust and engagement from the outset.

  • RMI professionals tend to be solution-oriented learners. Framing your objectives around solving real-world issues like improving policyholder communication or reducing errors in underwriting, grounds the learning in the practical, high-stakes decisions they make regularly.

  • RMI professionals are often balancing learning with other responsibilities. Well-sequenced, scaffolded objectives help them track their progress, connect new insights to what they already know, and build confidence in applying the material in complex, often time-sensitive situations.

By anchoring each objective in these adult-learning tenets, you ensure your RMI instruction stays focused, engaging, and truly impactful for experienced professionals.

Effective Sequencing Strategies for RMI Instruction

RMI instructors recognize that different aspects of the profession require distinct organizational strategies to help learners grasp and apply concepts effectively. In the following sections, four sequencing approaches tailored to risk management and insurance teaching are presented, each designed to best meet learning objectives set by the RMI instructor.

  • Hierarchical Sequencing—builds from basic concepts to advanced applications (e.g., risk identification → risk financing), ensuring a solid framework that supports incremental learning.

  • Chronological Sequencing—orders procedural knowledge step by step (e.g., first notice of loss → claim settlement), helping learners grasp how tasks unfold over time.

  • Deductive Sequencing—introduces broad principles before unpacking specific cases (e.g., principles of indemnity → subrogation case studies), equipping learners with overarching themes that guide detailed exploration.

  • Inductive Sequencing—guides learners from concrete scenarios to overarching theories (e.g., loss scenario analysis → underwriting guidelines), fostering critical thinking and pattern recognition.

Each strategy offers practical methods to structure instruction that can be applied individually or woven together to create cohesive, impactful learning experiences across classroom, workshop, or virtual environments.

Hierarchical Sequencing in RMI Education

Think back to when you first started in risk management and insurance, whether in a classroom, through professional training, or on the job. You likely didn’t start by analyzing complex policy exclusions or regulatory frameworks. Instead, you began with the basics: What is insurance? How does it mitigate risk? Why do individuals and businesses need it?

This natural progression reflects hierarchical sequencing, a teaching strategy that structures content from foundational to advanced concepts. By ensuring that learners first grasp essential principles, this approach allows them to build on their knowledge incrementally, developing a deeper understanding of more complex topics over time.

Example of Hierarchical Sequencing in RMI Instruction

The following example illustrates how knowledge advances through progressive milestones, with each milestone preparing learners for the next:

1. Basics of Insurance

Laying the Groundwork

  • Before diving into policies or financial considerations, students need a firm grasp of insurance’s core purpose: to transfer risk.

  • This foundational knowledge introduces concepts like risk pooling, premiums, and indemnity, which are essential to understanding policy structures later.

  • Once learners understand why insurance exists and how it mitigates risk, they are ready to examine how insurance is structured in real-world applications.

2. Basics of Insurance Policies

Understanding Policy Structures

  • Now that students understand the role of insurance, they can explore how policies are designed to fulfill that role.

  • This stage covers key contractual elements (e.g., coverage terms, exclusions, endorsements) and introduces different policy types. Without this, students may struggle to interpret specific policies.

  • A strong grasp of general insurance policies prepares students to analyze specialized policies, such as health or liability insurance.

Balancing Structure & Flexibility in Learning

While hierarchical sequencing provides a clear, logical progression for learning, its effectiveness depends on how well students grasp foundational concepts. Understanding its strengths and potential challenges can help instructors create a more supportive and adaptive learning experience.

    • Establishes a Shared Knowledge Base: Ensures all students understand foundational principles before moving to advanced topics.

    • Illustrates Relationships Between Concepts: Clearly shows how basic risk management and insurance concepts evolve into specialized areas.

    • Supports Proficiency Development: Aligns with industry progression from novice (introductory RMI concepts) to expert (complex risk models, regulatory compliance, claims analysis).

Tips for Effective Hierarchical Sequencing & Facilitation

Effective hierarchical sequencing goes beyond simply ordering topics from basic to advanced; it requires thoughtful facilitation to ensure learners grasp each stage before progressing. By assessing readiness, breaking down complex topics, reinforcing prior knowledge, and allowing flexibility, educators can create a structured yet adaptable learning experience. The following strategies provide practical ways to enhance hierarchical sequencing in RMI education.

Assess Readiness Before Advancing to the Next Milestone

  • Before moving students from one stage to the next in a hierarchical sequence, it’s essential to assess their understanding, either formally (quizzes, case studies) or informally (class discussions, quick exercises). This ensures they have the necessary foundation to grasp more complex concepts.

  • Research in mastery learning suggests that ensuring proficiency at each stage leads to better long-term retention and application of knowledge (Bloom, 1968).

    • Use quick comprehension checks before advancing such as short in-class quizzes or verbal "checkpoint" questions like "Can you explain why an insurance policy includes exclusions?"

    • Incorporate application-based assessments. For example, ask students to analyze a real-world policy before moving from policy basics to underwriting principles.

    • Provide review or remediation when needed. If students struggle with contract fundamentals, revisit key terms before introducing policy analysis.

Bottom Line:

Assess first, advance second. This prevents students from falling behind due to weak foundational understanding.

Re-Evaluate Whether You’re Breaking Down Complex Topics Enough

  • Many RMI educators assume their stepwise sequence is as detailed as it needs to be, but have you truly broken down each topic into its smallest necessary hierarchical progression? This is especially critical for the later milestones in your instructional sequence, where concepts tend to become more complex.

  • Research on cognitive load theory suggests that overloading learners with too much complexity at once reduces comprehension and retention (Solomon, n.d.). Breaking things down into more manageable milestones or sub-milestones can prevent confusion and reinforce learning connections.

    • Critically examine your instructional sequence, especially in later milestones of your hierarchy. Are they trying to cover too much at once?

    • Revise as needed. Don’t hesitate to expand a 4-milestone sequence into 8 milestones if it better serves student understanding.

Bottom Line:

Ask yourself: Are you truly breaking everything down into the smallest logical hierarchical milestone? If not, revisit your later instructional stages, where complexity tends to increase. Expanding broad milestones into clear, digestible sub-milestones ensures learners can follow the progression without getting lost in overwhelming information.

3. Health Insurance Policies

Applying Core Policy Principles to Specialized Coverage

  • Having learned about general policy structures, students can now examine how these structures are adapted for health insurance, a more specialized area.

  • This stage introduces premium calculations, underwriting criteria, and benefit structures, reinforcing earlier concepts while preparing learners for more detailed discussions on claims and regulations.

  • Once students understand how health insurance policies work, they can delve into the specifics of what these policies actually cover and the financial implications of different coverage options.

Bottom Line:

Don’t treat past knowledge as “done.” Build on it continuously.

4. Medical Expenses Covered by Health Insurance

Analyzing Policy Implications

  • A deep understanding of health insurance policies is crucial before evaluating what they actually cover, how claims are processed, and what financial responsibilities fall to the policyholder.

  • This stage explores policy exclusions, reimbursement mechanisms, co-pays, deductibles, and regulatory considerations, giving learners a practical understanding of how coverage decisions impact consumers and insurers alike.

    • Concept Dependency can Hinder Learning: If a student struggles with foundational concepts, they may find it difficult to grasp advanced topics.

    • Requires Reinforcement & Scaffolding: Instructors should integrate real-world case studies, practical applications, and interactive problem-solving exercises to help students bridge knowledge gaps.

Reinforce Prior Concepts While Teaching New Ones

  • Instead of treating each milestone as completely separate, continually reinforce past concepts while introducing new material. This creates stronger mental connections and improves retention.

  • The spiral curriculum approach suggests that revisiting and expanding on earlier knowledge deepens understanding and prevents knowledge decay (Bruner, as cited in Arora, 2024).

    • Use cumulative case studies. If students are learning about health insurance policies, incorporate elements of basic risk management principles they learned earlier.

    • Encourage students to draw connections. Ask questions like: "How does the concept of moral hazard from Milestone 1 apply to underwriting decisions in Milestone 3?"

    • Design activities that integrate multiple stages of learning. For example, give students a policy to analyze that requires knowledge of both policy structure (Milestone 2) and coverage considerations (Milestone 4).

Allow Flexibility in Progression for Struggling Learners

  • While hierarchical learning follows a structured sequence, not all students progress at the same pace. Some may need more time on earlier milestones, while others may be ready to move forward sooner.

  • Studies on adaptive learning show that customizing learning progression improves comprehension and reduces frustration (Anderson, Corbett, Koedinger, & Pelletier, 1995).

    • Provide optional review sessions for students who need extra time with foundational concepts.

    • Offer supplemental materials (e.g., short explainer videos, quick-reference guides) for students who may need reinforcement.

    • Use self-paced assignments where possible. Let students complete foundational exercises before unlocking more advanced case studies.

Bottom Line:

Not every learner moves at the same speed. Build in flexibility.

By implementing these strategies, RMI educators can optimize hierarchical sequencing while addressing its challenges. This ensures that students grasp core concepts, retain prior knowledge, and progress at a sustainable pace, ultimately preparing them for success in the insurance industry.

Chronological Sequencing in RMI Education

Hierarchical and chronological sequencing are often confused; however, they serve distinct purposes: hierarchical sequencing organizes content from foundational to advanced complexity, while chronological sequencing is time-bound, focusing on the sequential order of events or processes.

Chronological sequencing ensures that learners grasp procedural knowledge by presenting information in a logical, step-by-step manner. This structure aligns well with instructional content that requires a clear beginning, middle, and end, such as claims processing, underwriting, and risk assessment. Unlike hierarchical sequencing, which builds complexity progressively, chronological sequencing emphasizes the timing and sequence of actions, allowing learners to understand how real-world processes unfold over time.

Example of Chronological Sequencing in RMI Instruction

By structuring instruction chronologically, students can follow a clear, step-by-step progression that mirrors real-world industry practices, helping them develop a practical understanding of claims processing.

A typical chronological sequence might follow these key steps:

1. Claim Initiation

The instructor begins by explaining how policyholders report incidents, providing case examples of auto accidents or property damage claims. At this stage, students learn about the importance of timely reporting and the key details required when filing a claim.

2. Claim Acknowledgment

The lesson moves to how insurers formally acknowledge a claim, assign it a claim number, and communicate next steps to the policyholder. Students are introduced to the role of customer service and claims representatives in setting expectations.

By following this structured, chronological sequencing, an RMI instructor provides students with a logical and practical framework for understanding the claims process. This approach helps learners

Enhancing Clarity While Embracing Complexity

While chronological sequencing provides a clear, logical order for learning, its effectiveness depends on the nature of the content and the learner’s familiarity with the industry. Understanding its strengths and potential challenges can help instructors apply it more effectively in RMI education.

    • Ideal for Procedural Knowledge: Chronological sequencing is highly effective for explaining step-by-step processes such as claims handling, underwriting, and risk management frameworks.

    • Aligns with Cognitive Processing: Research suggests that structuring information in a logical sequence improves comprehension and retention (Vaccaro, Scott, Gimbel, & Kaplan, 2021).

    • Supports Real-World Application: Many RMI tasks are performed in a time-bound sequence, making this method highly applicable to industry practices.

    • Enhances Predictability and Standardization: Establishes a clear learning path aligned with industry expectations, especially in compliance-heavy areas.

    • Improves Error Recognition and Problem-Solving: Helps learners identify where small errors occur within each step and how to correct them, preventing larger issues like incorrect claim denials or miscalculations in underwriting risk assessments.

4. Evaluation & Determination

Allow for Variability in Sequential Learning

  • While chronological sequencing provides a structured approach to learning, some RMI processes require adaptability. A strict linear path may not always apply in every scenario, as variations can arise based on customer circumstances, carriers’ policies, regulatory requirements, or employees’ professional judgment.

  • Research on adaptive learning suggests that incorporating flexibility within structured sequencing enhances engagement and comprehension (Anderson, Corbett, Koedinger, & Pelletier, 1995). When learners navigate scenarios with multiple possible outcomes, they develop a deeper understanding of decision-making complexities in real-world insurance processes.

    • Present learners with decision points where their choices affect the subsequent steps in the process. For example, in a claims scenario, the path may change based on whether a policyholder has full or limited coverage, how liability is assessed, or whether fraud indicators are present. Case studies that branch into multiple outcomes help reinforce the idea that while sequencing remains essential, outcomes are not always uniform.

    • Develop training modules that allow learners to explore how different factors—such as underwriting guidelines, claims adjuster discretion, or evolving risk conditions—impact process flow. Interactive simulations can guide learners through various claims and risk assessment scenarios, helping them understand how industry professionals adapt within a structured framework.

Finally, students learn how claims are finalized, records are updated, and any disputes or appeals are managed. The instructor may discuss industry best practices for ensuring efficiency and compliance in closing claims.

Tips for Effective Chronological Sequencing & Facilitation

Effective chronological sequencing in RMI instruction goes beyond simply presenting steps in order—it requires thoughtful facilitation to enhance comprehension and adaptability. The following strategies help instructors reinforce learning, highlight critical decision points, and introduce necessary flexibility to reflect real-world industry complexities.

Emphasize Key Decision Points in Chronological Sequences

  • Not all steps in a process carry the same weight—some moments require critical decision-making that significantly impacts outcomes. Highlighting these key decision points helps learners recognize where judgment and discretion play a role in procedural workflows.

  • Research on expertise development suggests that focusing on high-impact decisions within a sequence improves problem-solving and analytical skills (Ericsson, Krampe, & Tesch-Römer, 1993). Teaching students how and why certain decisions are made within a structured sequence better prepares them for real-world application.

    • Identify decision-heavy steps within processes like underwriting or claims handling, such as determining policy eligibility or assessing liability.

    • Use case-based discussions to analyze real-world scenarios where different choices lead to different claims or risk outcomes.

Use Visual Timelines to Reinforce Learning

  • Many RMI processes involve multiple interdependent steps. Visual timelines, such as flowcharts or Gantt charts, help learners grasp procedural sequences more effectively.

  • Research in cognitive load theory suggests that graphical representations reduce mental strain and improve retention (Solomon, n.d.).

    • Develop process flowcharts for claims handling, underwriting, and risk assessment.

    • Use case studies that track real-world insurance claims from filing to resolution.

Bottom Line:

Help students visualize sequences by supplementing textual instruction with structured visuals.

Bottom Line:

Not all steps in a sequence are equal. Emphasizing key decision points sharpens analytical thinking and prepares learners for industry complexities.

The class then examines how insurers assess claims for validity, calculate settlement amounts, and apply policy conditions. This phase introduces risk assessment concepts and the factors influencing claim approval or denial.

5. Settlement & Payment

The instructor details how claim payouts are processed, who receives payments (policyholders, third-party vendors, or service providers), and the impact of settlements on policyholder satisfaction.

3. Investigation & Documentation

Next, students explore the role of the claims adjuster in verifying policy coverage, assessing damages, and gathering necessary evidence. The instructor may use real-world scenarios to show how investigations unfold, including site visits and interviews.

Bottom Line:

While structured learning is useful, some processes require adaptability; build this into instructional design where necessary.

6. Claim Closure

Chronological sequencing helps RMI learners understand how complex processes unfold in real time, making it ideal for teaching procedural tasks like claims handling or underwriting. Aligning instruction with how these processes occur in practice supports clarity, retention, and real-world application. When thoughtfully applied, this method equips learners to navigate structured processes with greater confidence and precision.

    • Potential Oversimplification: By enforcing a strict sequence, educators risk homogenizing processes that may vary across organizations or industries.

    • Complexity in if/yhen Scenarios: Some RMI processes involve decision trees with multiple pathways, requiring supplementary materials like flowcharts or case-based learning to clarify variations.

    • Limited for Conceptual Learning: Best for procedural instruction but less suited for abstract topics like ethics, risk modeling, or strategy.

    • May not Reflect Real-World Variability: Rigid sequencing may not account for differences in policies, regulations, or customer circumstances.

Deductive Sequencing in RMI Education

Deductive sequencing organizes content from general to specific, first establishing broad themes or concepts before introducing supporting details, evidence, and applications. This approach aligns with traditional argument structures, where an overarching thesis is presented before being broken down into more specific claims.

In RMI education, deductive sequencing is particularly useful when teaching industry-wide principles that inform specific processes, as well as subjective or theoretical topics that require persuasion, critical thinking, or policy analysis. It is especially effective for discussions on regulatory frameworks, ethical considerations, and risk management philosophies, where students must evaluate competing perspectives and justify conclusions based on evidence.

Example of Deductive Sequencing in RMI Instruction

A typical deductive sequence in RMI education might follow these key steps:

“Risk assessment is a fundamental pillar of risk management in the insurance industry.”

Broad concept; establishes the overarching principle.

Insurers must accurately evaluate risk to ensure financial stability, set appropriate premiums, and maintain market viability.

Transition: “Since risk assessment is so foundational to insurance operations, let’s explore how insurers apply it in practice.”

“Underwriting serves as the primary tool insurers use to assess and classify risk.”

General application; introduces structured processes.

Through underwriting, insurers establish rules and guidelines to determine who qualifies for coverage and under what conditions.

Transition: “Now that we understand the role of underwriting, let’s examine the factors that shape underwriting decisions.”

By following this deductive sequence, learners first grasp the fundamental importance of risk assessment (1), then analyze how underwriting applies risk assessment (2), explore specific underwriting factors across different insurance types (3), and finally consider technological advancements shaping the future of risk assessment (4). This structured approach ensures that every area of focus ties back to the core principle of risk assessment (1) and its general application (2), reinforcing a big-picture understanding before diving into industry-specific mechanics (3 and 4).

Delivering Big Ideas While Avoiding Abstraction

While deductive sequencing provides a structured way to introduce broad insurance principles before diving into specifics, its effectiveness depends on how well students can connect abstract concepts to real-world applications. Understanding its strengths and potential challenges helps instructors determine when and how to use this approach for maximum engagement and comprehension.

    • Identifies Common Themes Early: Establishing broad themes early helps anchor learners’ understanding and provides a framework for connecting future concepts.

    • Aligns With Traditional Learning Structures: Many learners are familiar with the deductive approach due to its use in argumentative writing, business analysis, and policy discussions.

    • Efficient for Conceptual Learning: This method is well-suited for topics requiring conceptual reasoning, such as regulatory frameworks, economic impacts of insurance, and high-level industry trends.

Tips for Effective Deductive Sequencing & Facilitation

Effectively implementing deductive sequencing requires more than just presenting general concepts first; it involves thoughtful facilitation to ensure students can connect broad themes to specific applications. The following strategies help instructors reinforce key ideas, maintain engagement, and bridge the gap between abstract principles and real-world RMI practices.

Start with a Strong, Engaging Hook

Bottom Line:

A strong opening helps students see why broad insurance principles matter before diving into specifics.

Reinforce Connections Between General Themes & Specific Applications

  • Deductive sequencing is most effective when students can clearly see how general themes translate into concrete industry applications.

  • The spiral curriculum approach suggests that revisiting broad themes while integrating specific examples deepens learning and prevents knowledge decay (Bruner, as cited in Arora, 2024).

    • Use industry case studies to show how general principles apply in real-world scenarios.

    • Encourage students to make connections by asking questions like, “How does the principle of risk pooling influence health insurance premiums?”

    • Design assignments that require linking concepts, such as having students analyze how risk assessment impacts premium calculations.

  • Since deductive sequencing begins with broad concepts, it’s important to capture students’ attention early with a compelling statement, question, or scenario that highlights the relevance of the topic.

  • Research in instructional engagement suggests that learners are more motivated when they see the direct relevance of a concept before engaging in detailed analysis (Pappas, 2023).

    • Begin with a provocative question such as, “What would happen to the global economy if insurance didn’t exist?”

    • Use real-world examples like the impact of major insured losses on financial markets.

    • Frame lessons around current industry challenges, such as the role of insurers in managing climate risk.

Bottom Line:

Keep reinforcing how broad concepts influence everyday insurance operations to ensure students can apply their knowledge effectively.

“Risk factors in underwriting vary by insurance type, influencing pricing and coverage.”

Real-world application; provides supporting evidence.

For example, in auto insurance, factors like driving history and vehicle type impact risk, while in life insurance, medical history and lifestyle play a key role.

Transition: “While these traditional underwriting methods are well-established, advancements in technology are reshaping risk assessment.”

Bottom Line:

Keep learners engaged by integrating activities that allow them to apply deductive reasoning in dynamic ways.

“Emerging trends in underwriting, such as AI-driven analytics and big data, are enhancing risk assessment.”

Detailed application; explores innovation and problem-solving.

Insurers increasingly rely on machine learning models and predictive analytics to refine risk evaluation, improve efficiency, and detect fraud.

Final Connection: “While these innovations improve efficiency, they all serve the same essential purpose—enhancing risk assessment, which remains the foundation of insurance.”

    • Can Feel Abstract & Detached: Presenting abstract themes before specific applications may leave some learners feeling unmoored, making it difficult for them to relate broad concepts to tangible processes.

    • More Passive Than Inductive or Chronological Approaches: Since students begin with general principles rather than hands-on examples, engagement can sometimes be lower, especially for learners who prefer experiential learning.

    • Requires Strong Scaffolding: Without well-structured explanations and illustrative examples, learners may struggle to connect general concepts to industry-specific applications.

Balance Deductive Sequencing With Active Learning

  • While deductive sequencing follows a structured delivery of content, it shouldn’t be purely lecture-based. Integrating interactive learning keeps students engaged.

  • Studies on active learning indicate that students retain information better when they actively participate in the learning process rather than passively receiving information (Freeman et al., 2014).

    • Incorporate discussion-based learning: After introducing a broad concept (e.g., “The Role of Reinsurance in Global Stability”), have students debate how different reinsurance strategies impact insurers and policyholders.

    • Use concept mapping: Have students visually map out how general principles connect to specific applications.

    • Apply scenario-based learning: Present hypothetical insurance crises and ask students to explain how fundamental insurance principles would guide industry responses.

Deductive sequencing provides a powerful method for teaching high-level RMI principles by establishing broad themes first and then progressively introducing specific applications. This approach helps students develop conceptual frameworks that guide their understanding of insurance processes, regulatory structures, and economic impacts. However, because it presents abstract ideas upfront, instructors must ensure that learners remain engaged by reinforcing connections, balancing deductive sequencing with active learning, and using real-world applications to ground theoretical concepts in practice.

By effectively structuring deductive instruction, RMI educators can equip students with a robust conceptual understanding that prepares them to navigate the complexities of the insurance industry.

Inductive Sequencing in RMI Education

Inductive sequencing organizes content from specific to general, guiding learners to identify patterns, analyze examples, and derive overarching principles. Unlike deductive sequencing, which introduces broad themes before supporting details, inductive sequencing fosters active learning by allowing students to engage with concrete cases first, leading to a synthesized understanding of key themes.

In RMI education, inductive sequencing is particularly effective for teaching applied concepts where learners benefit from exploring real-world scenarios before generalizing key takeaways. This method encourages critical thinking, problem-solving, and engagement by ensuring students work through examples before arriving at conceptual conclusions.

Example of Inductive Sequencing in RMI Instruction

A typical inductive sequence in RMI education might follow these key stages:

Insurers promote risk prevention strategies, better stabilizing the economy should a catastrophic event occur.

Insurers invest premiums, driving economic growth.

By following this inductive sequence, learners first engage with tangible applications of insurance (1-3), recognize patterns of economic influence, and ultimately infer the broader role of insurers in economic stability (4). This structure ensures learners construct their own understanding before confirming key themes with instructor guidance.

Fostering Discovery While Managing Complexity

While inductive sequencing is an effective learning strategy, its success depends on students' ability to identify connections and patterns. Understanding its strengths and challenges helps instructors determine when and how to use this approach for maximum engagement and comprehension.

    • Encourages Active Learning: Learners engage with concrete examples in real time with instructors before deriving key principles.

    • Develops Critical Thinking: Students analyze and synthesize evidence rather than passively receiving information.

    • Enhances Retention & Application: Learning through discovery improves long-term comprehension and relevance.

Insurance companies are a critical part of the economy—an overarching conclusion derived from previous examples.

Encourage Reflection and Concept Mapping

  • Reflection exercises help learners organize observations into a coherent framework, reinforcing understanding.

  • Reflection promotes metacognition, improving knowledge retention and application.

    • Assign concept mapping activities to visually connect case studies with broader insurance principles.

    • Use reflection journals where students document their thought processes in synthesizing conclusions.

Tips for Effective Inductive Sequencing & Facilitation

Inductive sequencing works best when instructors actively guide learners through the process of discovery. While this approach encourages students to analyze examples and draw their own conclusions, it requires thoughtful facilitation to ensure that patterns are recognized and key takeaways are aligned with instructional goals. The strategies below help RMI educators encourage analytical reasoning, reinforce conceptual connections, and keep discovery-based learning focused and effective.

Guide Learners With Structured Scaffolding

  • While inductive learning encourages independent discovery, structured scaffolding helps ensure students arrive at the intended conclusions.

  • Research suggests that providing guiding questions and prompts supports knowledge construction while maintaining the benefits of active learning (Hmelo-Silver, Duncan, & Chinn, 2007; Wood, Bruner, & Ross, 1976).

    • Provide inquiry-based assignments where students analyze case studies before discussing key themes.

    • Use guiding questions to direct students toward recognizing broader principles.

  • Comparing multiple examples helps learners recognize patterns and general principles more effectively.

  • Research on comparative learning suggests that analyzing similarities and differences improves comprehension and abstraction (Gentner, 1983; Hajian, 2018).

    • Present multiple case studies showing insurance impacts on different industries.

    • Encourage students to compare economic stabilization roles of insurance across different markets.

Use Comparative Analysis to Strengthen Connections

Bottom Line:

Reinforce key themes by helping learners identify recurring patterns across cases.

Bottom Line:

Balance exploration with structured guidance to optimize learning outcomes.

Insurers help businesses make investments and take risks, increasing economic expansion.

Bottom Line:

Encourage learners to articulate their learning journey to solidify conceptual understanding.

By effectively structuring inductive instruction, RMI educators can cultivate critical thinking, engagement, and knowledge retention. This approach ensures that learners grasp real-world applications first, actively derive overarching principles, and develop a deeper understanding of risk management and insurance concepts.

    • Cognitive Load Challenges: Learners struggling to make connections may have difficulty deriving broader themes.

    • Potential Variability in Conclusions: Without structured guidance, students may infer different takeaways than intended.

    • Requires Strong Facilitation: Instructors must ensure students recognize key patterns and themes effectively.

Creating a Welcoming Learning Environment

At the core of effective teaching is the profound understanding that learners thrive in an environment where acceptance, encouragement, and engagement are not just ideals but fundamental pillars.

When learners feel accepted, they are more likely to embrace challenges and approach learning with confidence. Encouragement acts as the catalyst, nurturing their self-belief and motivating them to explore beyond their boundaries. In such an atmosphere, engagement becomes natural, as students actively participate in discussions, ask questions, and delve deep into the subject matter.

In this section, we detail strategies for establishing a welcoming learning environment.

  • It is essential for instructors to assure learners that they are in a space where their mistakes do not define them. In fact, mistakes can be a starting point for new growth. Successful instructors encourage learners to look at current areas where they can improve or reflect on past missteps that have taught them a new way to do things (Sanders, 2021).

  • Like those who are attentive to the tone of the learning environment, instructors who set expectations allow learners to feel more comfortable in the learning space. By outlining what learners can expect, instructors set them up for success. Instructors who provide agendas and learning objectives help learners understand the direction their learning journey is taking (Couturier, 2021).

  • An easy way for instructors to make adult learners feel welcome is to show them their gratitude. Adult learners can rarely make learning their first priority and are often asked to put the needs of others ahead of their own. .An instructor who offers a simple “thank you” to learners who make the time for learning goes a long way in helping learners feel appreciated and like they belong (Rawson, 2021).

    Expressing gratitude may seem like a small or obvious step, but letting learners know you are thankful for their time is essential. It is important that instructors do not overlook this simple task when working with busy adult learners.

  • While instruction can come in many forms, perhaps the most common approach is lecture. It is essential that instructors understand that lectures are not speeches (Ludwig, 2016). While certain state or regulatory requirements may make lecture style necessary, it is important to note that it need not be boring. Instructors should let learners feel involved in the topic by using hypothetical situations, encouraging learners to contemplate their own job roles and even consider how they can do those jobs more effectively or efficiently.

  • As an instructor, it is easy to appear as a one-dimensional character. Some learners may even see an instructor as the living embodiment of a textbook. The easiest solution to this is for an instructor to make themselves relatable. Instructors who share stories of their own experiences or bring up compelling examples will connect with their learners (Landrum, 2016). Instructors who explain why and how their instruction should matter to their learners are more likely to keep the attention of those learning their content.

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Promoting Critical Enagement

At The Institutes, we recognize that facts are free. Anyone with an internet connection can Google a concept or keyword, and if they apply themselves, remember and likely understand the basics associated with that query. True professional growth, however, requires more than memorizing definitions or recognizing terms; it demands the ability to think critically, solve problems, and innovate within real-world contexts.

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Section Title 1

As discussed in our earlier exploration of Bloom’s Taxonomy, the framework organizes learning objectives from foundational to advanced thinking skills. Figure 1 serves as a quick reference, showing the progression from “remember” at the bottom to “create” at the top. In this section, we’ll focus on how instructors can use the upper levels to promote deeper engagement, the kind that equips learners to think critically, solve complex problems, and adapt to the unpredictable challenges they will face as industry professionals.

While the foundational levels of “remember” and “understand” are important, learners achieve lasting impact when they’re challenged to apply, analyze, evaluate, and create. These higher-order activities foster the kind of critical engagement that turns information into actionable expertise.

In addition to the examples in Figure 1, RMI educators could ask learners to:

Apply their knowledge by designing a claims-handling workflow for a newly acquired business unit based on provided background information and operational requirements.

An exercise like this would reinforce the practical application of policy and process knowledge to new business contexts, preparing them to adapt quickly during organizational change.

Analyze a mock client’s coverage portfolio to pinpoint overlooked exposures before they lead to losses, explaining the reasoning behind their findings.

Completing this task would sharpen risk assessment skills and the ability to synthesize complex information, preparing learners to make informed coverage recommendations under real-world time and data constraints.

Evaluate the risk controls of a large-scale infrastructure project and defend their recommendations in a simulated presentation to senior stakeholders.

Engaging in simulations like this would build evaluative judgment and persuasive communication skills, preparing learners for high-stakes situations where they must justify recommendations to decision-makers.

Create a customized risk financing plan for a fictional company that balances regulatory requirements with competitive advantage.

Engaging in simulations like this would build evaluative judgment and persuasive communication skills, preparing learners for high-stakes situations where they must justify recommendations to decision-makers.

By focusing instruction on these upper four levels of Bloom’s Taxonomy, RMI instructors give learners the opportunity to work through challenges and discover why certain tasks need to be approached in specific ways. As they work through these challenges, learners can try different methods — some successful, others not — and use both experiences as part of their learning process. This cycle of trying, reflecting, and adjusting described in Kolb’s experiential learning theory (1984), transforms learning from passive reception into active exploration, allowing learners to discover what works, what doesn’t, and why. This kind of discovery builds the judgment and adaptability RMI professionals need to navigate the complex, unpredictable situations inherent in the industry with confidence.

A practical and impactful way to foster that discovery is by immersing learners in realistic, high-stakes scenarios within a consequence-free environment, situations that mirror the kinds of decisions professionals make in the field, where the outcomes can carry significant business, financial, and reputational impact. Practicing in these simulated settings challenges learners to weigh all the factors that shape a decision (e.g., regulatory requirements, client relationships, operational realities, evolving risk conditions) instead of being limited to static, fact-based instruction that stops at “what the rules say” without exploring how to apply them in dynamic, real-world situations. For example, a class might role-play advising a multinational client during a simulated natural disaster, making urgent coverage and claims-handling decisions as conditions change. In doing so, learners must interpret incomplete or evolving information, balance competing priorities, and anticipate the downstream effects of their choices, just as they would in an actual crisis. The exercise not only reinforces technical skills but also cultivates the situational awareness, adaptability, and judgment that distinguish effective professionals in RMI.

Through this progression, learners aren’t just practicing isolated skills; they’re developing the habits of mind, meaning the ingrained ways of thinking and approaching problems that empower them to respond decisively to complex challenges, anticipate emerging risks, and innovate within their roles. Ultimately, this is what RMI education is all about: preparing professionals to apply what they learn directly to the work they do, so they can handle whatever the industry throws at them with competence and confidence.

Section 2

While the concepts above outline why advancing through Bloom’s Taxonomy builds the higher-order thinking and real-world problem-solving skills RMI professionals need, it’s equally important to see how this progression applies within specific RMI roles. In doing so, we can see that each role draws on the full range of taxonomy skills, from remembering and understanding to applying, analyzing, evaluating, and creating.

The following examples translate theory into practice by showing instructional tasks that directly mirror the responsibilities of a single professional track and how those tasks can be designed to progress from foundational recall to innovative, strategic creation. Each table moves step-by-step through Bloom’s levels, with the degree of critical engagement — and alignment to complex, real-world decision-making — increasing as you move from left to right in the table. These levels reflect the relative cognitive complexity of each task, not its importance. Lower-level tasks, such as recalling regulatory requirements, remain essential foundations for professional competence; without mastery of these fundamentals, higher-level skills like analysis, evaluation, and creation cannot be developed effectively.

Claims Adjusters [temp title]

First, the alignment of a claims adjuster’s professional responsibilities with instructional tasks in RMI education is shown below. The table also indicates the level of critical engagement each task requires and explains why that level is appropriate for both the instructional activity and the corresponding responsibility of an adjuster in the industry.

Remember

  • Have learners list the statutory deadlines for acknowledging, investigating, and settling claims in a specific jurisdiction.

  • Mirrors a claims adjuster’s need to recall time-sensitive regulatory requirements to remain compliant.

  • Builds essential knowledge for meeting legal obligations and avoiding costly penalties.

  • Low: The instructional and industry tasks rely on accurate recall of established facts, with no need for analysis or judgment. The instructional task is therefore well-suited for preparing learners to meet this industry requirement.

Insurance Broker [Temp title]

While the claims adjuster table illustrates how Bloom’s Taxonomy aligns with one role in the RMI field, the same framework applies to every position in the industry. The next table focuses on insurance brokers, reinforcing that all six levels of Bloom’s — from foundational recall to advanced creation — are present in every RMI role. Just as with claims adjusters, these examples show how Bloom’s Taxonomy can guide broker training by aligning instructional activities with real-world responsibilities, and how increasing cognitive complexity in instruction mirrors the critical engagement required in professional brokerage work.

Remember

  • Have learners list the standard endorsements available for a commercial general liability (CGL) policy.

  • Mirrors a broker’s need to recall policy options to ensure clients have comprehensive, appropriate coverage.

  • Builds a strong foundation of product knowledge essential for client trust and accuracy.

  • Low: The instructional and industry tasks rely on accurate recall of established facts, with no need for analysis or judgment. The instructional task is therefore appropriate preparation for meeting this industry requirement.

Understand

  • Ask learners to explain the difference between first-party and third-party claims to a mock policyholder.

  • Reflects an adjuster’s responsibility to clearly communicate claim types and coverage implications to customers.

  • Strengthens the ability to convey technical information in clear, client-friendly language.

  • Low–Moderate: The instructional and industry tasks require comprehension and clear explanation, but little critical decision-making beyond ensuring clarity and accuracy. Therefore, the instructional task appropriately develops this professional communication skill.

Understand

  • Ask learners to explain the difference between an occurrence-based policy and a claims-made policy to a mock business owner.

  • Reflects a broker’s responsibility to help clients understand how coverage triggers affect risk protection.

  • Strengthens the ability to translate technical insurance language into clear, client-friendly explanations.

  • Low–Moderate: The instructional and industry tasks require comprehension and clear explanation, but little critical decision-making beyond ensuring clarity and accuracy. Therefore, the instructional task appropriately develops this professional communication skill.

Apply

  • Provide a case file with policy documents and loss details, and have learners determine coverage and calculate the payable amount.

  • Matches an adjuster’s role in applying policy terms and calculations to real-world claim situations.

  • Reinforces the process of interpreting contracts and applying them accurately to facts.

  • Moderate: The instructional and industry tasks require applying established rules to specific circumstances, but not yet high-level evaluation or synthesis. The instructional task is therefore an appropriate simulation of how this process works in practice.

Apply

  • Provide a client profile and risk assessment, and have learners recommend a package of coverage types to meet the client’s needs.

  • Matches a broker’s role in applying knowledge of coverage options to real client scenarios.

  • Reinforces practical decision-making and product-matching skills.

  • Moderate: The instructional and industry tasks require applying established knowledge to specific client circumstances, but do not yet involve high-level evaluation or synthesis. The instructional task is therefore an appropriate simulation of this industry process.

Analyze

  • Present multiple witness statements, inspection photos, and expert reports for a loss, and have learners identify inconsistencies or red flags.

  • Mirrors the adjuster’s task of evaluating evidence to detect fraud or clarify disputed facts.

  • Sharpens investigative skills and the ability to synthesize multiple information sources.

  • High: The instructional and industry tasks involve examining diverse sources, identifying patterns or discrepancies, and drawing reasoned conclusions. The instructional task therefore provides a realistic, risk-free environment to practice this analytical work.

Analyze

  • Present multiple quotes from different insurers and have learners compare terms, exclusions, and pricing to determine the best fit for a client.

  • Mirrors a broker’s task of evaluating competing offerings to secure optimal value and protection for clients.

  • Sharpens comparative analysis skills and teaches how to balance cost with coverage quality.

  • High: The instructional and industry tasks involve evaluating multiple sources, identifying trade-offs, and drawing reasoned conclusions. Therefore, the instructional task provides a realistic, risk-free environment to practice this analytical work.

Evaluate

  • Assign learners to review and critique a settlement strategy for a complex liability claim.

  • Reflects an adjuster’s responsibility to assess the fairness, adequacy, and defensibility of settlement offers.

  • Builds judgment and the ability to justify decisions with supporting evidence.

  • High–Very High: The instructional and industry tasks require weighing multiple options, anticipating outcomes, and defending decisions based on evidence. Therefore, the instructional task effectively mirrors the evaluative process needed for sound settlement decisions.

Evaluate

  • Assign learners to assess the adequacy of an existing client’s insurance program given recent business changes.

  • Reflects a broker’s responsibility to periodically review coverage and recommend updates to address evolving risks.

  • Develops judgment and consultative skills, building long-term client relationships.

  • High–Very High: The instructional and industry tasks require weighing multiple options, anticipating potential exposures, and defending recommendations. The instructional task therefore effectively mirrors the evaluative process needed for strategic client advising.

Create

  • Task learners with designing a best-practices checklist for handling catastrophe claims from intake to final payment.

  • Parallels an experienced adjuster’s work in developing efficient, repeatable processes that ensure quality outcomes.

  • Encourages process improvement, strategic thinking, and leadership in claims operations.

  • Very High: The instructional and industry tasks require integrating knowledge, solving problems creatively, and producing original, actionable tools. The instructional task is therefore directly relevant to preparing learners for process-creation work in the field.

Create

  • Task learners with designing a risk presentation and proposal for a prospective client, including recommended coverages, limits, and rationale.

  • Parallels a broker’s work in crafting persuasive proposals to win new business.

  • Encourages strategic thinking, creativity, and effective communication to secure client trust.

  • Very High: The instructional and industry tasks require synthesizing knowledge, solving problems creatively, and producing persuasive, customized solutions. Therefore, the instructional task directly prepares learners for this complex, high-stakes professional activity.

Whether in claims adjusting, brokerage, or any other RMI role, Bloom’s Taxonomy provides a clear framework for aligning instruction with the realities of professional practice. By intentionally designing activities across all six levels — from foundational recall to innovative creation — RMI instructors ensure that learning is not only relevant, but also equips professionals to think critically, adapt to change, and deliver value in complex, high-stakes environments. This alignment between instructional tasks and industry responsibilities is what transforms information into actionable expertise, whether it be assessing risks, making sound coverage recommendations, designing risk management strategies, or navigating the evolving demands of the industry.

Using Technology to Enhance Learning

When preparing for and presenting to a digital audience, an RMI professional who effectively leverages technology can significantly enhance the learning experience for adult learners (Abbajay, 2020). With a focus on some fundamental components, you can create a comprehensive and learner-centric approach, fostering an environment that maximizes the effectiveness of technology in adult education.

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In this section, we detail ways in which instructors can best leverage technology to enhance learning.

Use Technology to Prepare Your Instructional Material

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Artificial Intelligence Can Help Quickly Generate Material

    • Efficiency: AI can analyze vast amounts of data quickly, streamlining the process of content creation and helping presenters generate relevant and targeted material efficiently.

    • Personalization: AI algorithms can customize content based on the preferences and learning styles of individual participants, enhancing engagement and understanding.

    • Data-Driven Insights: AI can provide insights into learner behavior, allowing for continuous improvement of content and delivery.

    • Lack of Creativity: AI may struggle with the creative aspect of content creation, potentially leading to a lack of originality or a standardized tone in the produced material. This is because AI may find it difficult to replicate the nuanced and imaginative aspects of human creativity. Additionally, AI often relies on patterns and existing data for content creation, which may limit its ability to generate truly novel and unique ideas. Human creativity often involves intuition, emotions, and contextual understanding, aspects AI may find challenging to fully emulate.

    • Bias: Depending on the data used to train the AI, there is a risk of bias in generated content, which can compromise your broad audience’s ability to engage with the materials.

    • Complexity: Implementing AI systems may require technical expertise, and there could be a learning curve for presenters to effectively utilize AI-generated content (Hetler, 2020).

Varying Technology Elements Provides an Engaging Experience

  • Incorporate short, relevant videos to illustrate key points, providing a dynamic and visual component to the learning experience.

  • Use polls to gather real-time feedback, check understanding, and keep participants engaged. Pulse checks assess the audience's mood or level of interest.

  • Facilitate interactive Q&A sessions to encourage participant engagement and address specific queries. Technology tools can help manage and prioritize questions.

  • Integrate gamification elements, such as quizzes, challenges, or rewards, to make the learning experience more interactive and enjoyable. Gamification can boost engagement and motivation among adult learners.

Google Drive Facilitates Easy Collaboration

    • Real-Time Collaboration: Google Drive allows multiple users to collaborate simultaneously on documents, spreadsheets, and presentations in real-time, fostering teamwork and productivity.

    • Accessibility: Participants can access and contribute to shared documents from anywhere with an internet connection, promoting flexibility and remote collaboration.

    • Version Control: The platform automatically saves versions, making it easy to track changes and revert to previous states if needed.

    • Security Concerns: While Google Drive is secure, sensitive information may be at risk if proper access controls and sharing settings are not properly configured.

    • Dependence on Internet: A stable internet connection is crucial for seamless collaboration. Technical issues or connectivity problems may disrupt the collaborative process.

    • Learning Curve: Some participants may be less familiar with the platform, requiring training and support to fully leverage its collaborative features.

Technology-Enhanced Slide Decks Tell a More Engaging Story

  • Leverage technology to incorporate visually appealing elements, such as images, infographics, and animations, to enhance the storytelling aspect of slide decks. Visual elements not only capture attention but also facilitate better retention of information.

  • Use interactive features like hyperlinks, buttons, and navigation tools to allow participants to explore content at their own pace, creating an engaging and immersive experience.

  • Utilize templates and design tools to maintain a consistent and professional look throughout the presentation, enhancing visual appeal and audience retention.

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Technology Best Practices

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    • High-Quality Microphones: Invest in a reliable microphone to ensure clear and crisp audio. A USB microphone or a headset with a noise-canceling feature can help eliminate background noise and improve overall sound quality. Use a quiet space and reduce potential disruptions to create a professional audio environment (Abbajay, 2020).

    • Webcams with High Resolution: A high-resolution webcam is crucial for clear video streaming. HD webcams enable participants to see the presenter's more effectively, promoting engagement. Position the webcam at eye level to create a natural and comfortable viewing angle.

    • Lighting Setup: Proper lighting is essential for a visually appealing presentation. Use natural light whenever possible and consider adding supplementary lighting sources to ensure the presenter's face is well-lit and easily visible. Avoid backlighting, as it can create shadows and make it challenging for participants to see the presenter clearly (Abbajay, 2020).

    • Stable Internet Connection: A stable and high-speed internet connection is crucial for smooth video streaming and interaction. Encourage presenters to test their internet speed before the session and recommend a wired connection for optimal stability.

    • Backup Equipment and Technical Support: Have a backup plan in case of technical issues. Presenters should be prepared with a backup microphone, webcam, or alternative internet connection.

    • Training on Technology Use: Use rehearsal time to familiarize yourself with the chosen technology tools and ensure you can navigate the platform confidently. Practice delivery through a dry-run to verify pace and technology integrations (Abbajay, 2020).

  • Ensure that all digital content, including presentations, documents, and multimedia, is accessible to individuals with disabilities. This may involve providing alternative text for images, closed captioning for videos, and ensuring compatibility with assistive technologies (Level Access, 2020).

    • Implement regular assessments and feedback mechanisms to gauge participant understanding and adjust the pace or content accordingly. This promotes continuous learning and allows presenters to address any challenges promptly (Abbajay, 2020).

    • Examples of technology features that help obtain continuous assessment and feedback include: polls, pulse checks (i.e. thumbs up/thumbs down), emoticons, and reactions (i.e. applause, beating heart, etc.)

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Fostering Engagement With Quizzes & Polling

Quizzes provide opportunities to check learners’ knowledge and provide feedback on critical content (Shibley, 2023). They also give instructors the opportunity to ensure learners are grasping the content that is being taught.

In comparison, polls are a low-effort interaction for learners to share basic information about themselves and their perspectives (Shibley, 2023). They are meant to help instructors better understand their learners.

In this section, we detail ways in which instructors can best leverage quizzes and polls.

  • Quizzing and polling give learners an opportunity to participate. While this may sound simple, it can make a huge difference in learner perspectives. Adding an interactive element to your teaching helps foster a sense of belonging in learners that allows them to dive into your teaching topic. Rather than feeling as though they are a passive viewer they become an engaged participant in the learning process.

    Both polls and quizzes have a transformative impact on learners. They shift learners from passive observers to active participants. When learners see their opinions and efforts acknowledged, they are more likely to engage enthusiastically. This sense of involvement fosters a greater connection with the subject matter, as it makes learners feel valued and heard.

  • Both polls and quizzes allow you to receive data from your learners. Through polls you can assess the opinions of your learners to better understand their relationship with your teaching topic. Questions can be asked that focus on their background in the industry, their experience levels with the topic, or their opinions on public attitudes regarding the topic. The combined data from students will better help you shape your lesson for future learners as well as guide you through your journey with the current group of learners.

    Quizzes help you gather data on how your lessons are being received. With quizzes you should focus on assessing how well your learners understand the materials. Quiz questions can ask learners to recall, apply or prove understanding of the learning topic. The data received after a quiz can help you reflect on which part of your lessons are landing with students, and which elements you may need to revise to make them more digestible.

  • In the context of fostering engagement with quizzes and polling, making connections plays a vital role in enhancing the overall learning experience for both educators and learners. By implementing polls and quizzes in your teaching approach, you create opportunities for learners to establish meaningful connections in several ways:

    • Polls offer a unique platform for learners to share their personal experiences and perspectives related to the subject matter. This allows learners to connect the material to their own lives. When learners see how the content relates to their experiences, they are more likely to feel a personal connection to the subject, making it more relevant and engaging.

    • Moreover, actively engaging with quizzes not only reinforces learners' understanding of the content but also equips them with the knowledge and skills needed to apply what they've learned in real-life situations. This practical application of knowledge enhances the overall learning experience and empowers learners to translate their education into tangible outcomes.

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References

Abbajay. M. (2020). Best practices for virtual presentations: Fifteen expert tips that work for everyone. Forbes. https://www.forbes.com/sites/maryabbajay/2020/04/20/best-practices-for-virtual-presentations-15-expert-tips-that-work-for-everyone/?sh=5ab8dea33d19

Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Couturier, A. (2021). Five wellness strategies to make training environments more productive. Training Industry. https://trainingindustry.com/articles/compliance/5-wellness-strategies-to-make-training-environments-more-productive/

Foos, P. W., & Goolkasian, P. (2008). Presentation format effects in a levels-of-processing task. Experimental Psychology, 55, 215-217. doi: 10.1080/0098620709336652

Harrington, C., & Zakrajsek, T. (2017). Dynamic lecturing: Research-based strategies to enhance lecture effectiveness. Stylus.

Hetler, A. (2023). Pros and cons of AI-generated content. TechTarget. https://www.techtarget.com/whatis/feature/Pros-and-cons-of-AI-generated-content

Landrum, S. (2016). Four ways to create an engaging presentation atmosphere. Training Industry. https://trainingindustry.com/articles/workforce-development/4-ways-to-create-an-engaging-presentation-atmosphere/

Level Access (2020). How to make virtual meetings accessible. https://www.levelaccess.com/blog/how-to-make-virtual-meetings-accessible/

McBride, D. M., & Dosher, B. A. (2002). A comparison of conscious and automatic memory processes for picture and word stimuli: A process dissociation analysis. Consciousness and Cognition, 11, 423-460. doi: 10.1016/s1053-8100(02)00007-7

Rawson, A. (2021). Creating psychological safety in a virtual environment. Training Industry.  https://trainingindustry.com/articles/strategy-alignment-and-planning/creating-psychological-safety-in-a-virtual-environment/

Sanders, L. (2021). Psychological safety in the learning environment. Training Industry. https://trainingindustry.com/articles/diversity-equity-and-inclusion/psychological-safety-in-the-learning-environment/

Shibley, M. (2023). Maximizing engagement in digital blended training. Training Industry. https://trainingindustry.com/magazine/spring-2023/maximizing-engagement-in-digital-blended-training/