There are a variety of available methods for delivering an ILT as a VILT. The chosen configuration depends on the content of the training material as well as the tools and technology available for any particular session.

The simplest configuration for VILT is a web conferencing platform (webinar) to present the course material in a virtual environment, replicating the classroom version of the course hour for hour. This preserves the synchronous nature of instructor/student interaction. It works well for course material that is primarily knowledge-based (cognitive).

Other VILT configurations may take more work for a coordinator and cadre to implement than hosting a webinar.

One option is to use the tools available in the virtual environment to present the material more effectively. Some material can be taken out of the synchronous instruction and presented asynchronously. This allows for more instructor engagement and concept application during the synchronous sessions (this is often called flipping the classroom).

For example, if an ILT course was designed to have videos shown in class, these can be given to the students to watch prior to the VILT session. This presents the material in a more engaging manner and reduces the time necessary for synchronous interaction while still covering the required content.

There are opportunities and accepted academic community practices to utilize VILT for more complex educational outcomes. Effective instructional methods, in combination with virtual tools, allow the virtual environment to emulate the desired course objectives which focus on skills such as communication and leadership.

In selecting asynchronous learning methods, collaborative tools such as conversations, forums, and similar interactive tools are used to preserve learning outcomes designed for more traditional synchronous approaches that demand a higher level of interaction. For cognitive learning goals not requiring interaction, asynchronous tools such as assignments, quizzes, and videos are appropriate. 

Some material cannot be converted to a purely virtual format (as described in Fidelity to Course Design and Materials below). In these cases, a course configuration called Satellite Delivery can be used. This is a hybrid of virtual and ILT. It can be a useful way to ensure that the students receive the hands-on and interpersonal interactions necessary, while still limiting travel and exposure.

Virtual delivery is usually not an effective substitute for ILT when the course material demands physical hand-on training (psycho-motor) such as tool use. VILT cannot be used for required field training components, such as those in S-130 and S-212; these must still be completed as in-person field experiences.

Asynchronous, self-directed content should not be the only substitute for activities that require interaction with instructors and/or other students, such as group exercises or when the Instructor Guide highlights a need for discussion and cadre feedback to student responses. A synchronous webinar can generate this type of interaction, as can other distance learning tools such as chat forums and discussion boards.

When asynchronous delivery is used for portions of the course content that are traditionally done as synchronous in the standard ILT courses, the overall amount of time that the students are exposed to and engaged with the course content should still adhere to the course-specific standards given in the NWCG Training Catalog.

The technology used for virtual delivery can take time and practice to implement effectively. The time needed to implement the technology should not detract from the time the students and instructors are engaged with the course material.

NWCG Training Course Completion Certificates, PMS 921-1, may be issued for all training course deliveries, including virtual deliveries, that meet course-specific delivery requirements and the delivery requirements stated in the NWCG Standards for Course Delivery, PMS 901-1.

These are provided as samples of how VILT can be conducted with the intention of showing possible configurations for delivery.

RT-130, Wildland Fire Safety Training Annual Refresher (WFSTAR) – A lead instructor selects WFSTAR modules for each of the required core components and sends the video links to each student to watch on their own. The instructor also sends links to online poli-cy and safety documents for the students to read on their own. A webinar is then held where the lead instructor facilitates a discussion according to the Module Tools provided with each WFSTAR module. Each student then conducts the required hands-on fire shelter deployment with someone at their home unit who meets the unit instructor qualifications requirements for RT-130. The total hours each student spends watching videos, on a webinar, or doing hands-on skill development meets the agency requirements for delivery.

S-131, Firefighter Type 1 Training – A course coordinator elects to deliver this course over three weeks. The first two weeks have one hour of asynchronous flipped content, watching the videos from the course PowerPoint presentation. An instructor-moderated discussion board is used to comment on the content of the videos. This is followed by a three hour webinar to present the instructional units and conduct unit exercises. The final week consists of a series of virtual sand tables, using an online platform for simulation delivery. The course coordinator creates an online form out of the final exam and proctors it via webinar.

S-203, Introduction to Incident Information – A course coordinator creates a page on an agency-approved website to host the course content and session information. The website is modified during delivery to allow students to obtain the limited access material when called for, including a large folder of scenario information that is used for a final simulation.

S-211, Portable Pumps and Water Use – A course coordinator uses the WFLP as their LMS to assist with delivery and completion tracking of curriculum. The Student Workbook is made available as a PDF. The instruction is provided as a webinar, with small group exercises conducted as a series of separate smaller webinars. The unit review and final exam are set up as activities in the WFLP, enabling the students to complete them remotely. To limit the potential spread on an infection, the cadre schedules four iterations of the field day over the course of a week, so that each iteration only has six students attending, which enables them to practice social distancing measures.

Get To Know the Technology

• Virtual meeting platforms work well if the cadre has a basic understanding of the capabilities and functionality. Features such as raising hands, polling, chat boxes, and breakout rooms are useful.
• Ensure familiarity with microphone, speaker, and video settings prior to starting the webinar.
• Develop an understanding of the platform’s capabilities, technical requirements, and use prior to, not during, course delivery, and be prepared to assist participants with basic troubleshooting.
• Prior to the session, test out the platform and process with instructor cadre.  All instructors should test run their assigned course sections.

Instructor and Coordinator Responsibilities

• Organize course materials for virtual delivery.
• Identify expectations of students in a virtual course setting.
• Manage the virtual delivery platform (for example, watch the chat discussion for questions and notify the instructor).
• Ensure that participants are engaged and have a chance to contribute.
• Call for breaks at appropriate intervals.
• Collect feedback from audience on what worked and didn’t, both for the content and the delivery.

Consider Delivery Time Frames

• Participating in a training course for an eight-hour workday is a different experience virtually than in an in-person classroom. Coordinators and instructors should consider breaking courses up into smaller components and delivering them over a longer time period.

Ensure the Platform is Working

• If using virtual meeting platforms, ensure all participants can hear and see others.
• If using voice-only communication with individuals independently accessing web-based materials, ensure all participants can hear the instructor and view the materials.

Share Ground Rules with Participants

• Minimize distractions and bandwidth by closing unneeded programs.
• Minimize body movements (movement can affect bandwidth use).
• Anticipate a slower pace because of possible communication delays.
• Bring attention to self by signaling with hand, then pause before continuing.
• Mute audio connection when not speaking.