Imagine a rural teacher at a professional development event, a businessperson settling into a new role in their C-suite office, or a middle school student learning about leadership at a conference.

At first glance, these individuals may have little in common. Their contexts and responsibilities are entirely different.

But they all share one important reality: they are humans trying to learn.

Human learning has always been social. People learn by observing others, comparing experiences, asking questions, practicing in a community, and making sense of ideas through interaction. Social learning theory suggests that people develop new behaviors, attitudes, and reactions by observing and imitating others’ social contexts (Bandura, 1971).

People do not simply learn from content. They learn by exploring content together. 

The Question of Modality

It can be easy to start designing a learning experience based on the modality: ILT or e-learning? But this premature choice rarely addresses the core learning need.

Instructor-led training is not automatically better because people are together. E-learning can be an excellent choice to provide consistency, flexibility, access, and clarity. A well-designed e-learning can include realistic scenarios, decision points, reflection, feedback, and meaningful application, just like a well-designed ILT. Conversely, a poorly designed ILT can waste time just as easily as a poorly designed digital course.

Rather than asking: How will we deliver this training? The better question is: What kind of learning experience does our goal require?

E-learning may be the right fit if the goal is to introduce information, provide consistent baseline knowledge, or allow learners to move at their own pace. If the goal depends on dialogue, shared meaning, trust, or collective problem-solving, ILT may be the stronger choice.

The learning goal is what distinguishes the two.

The Power of Social Learning

Some learning goals depend on a human element that other modalities simply cannot replicate.

In a strong ILT, learners interact with one another around the content. They hear how peers interpret the same concept, compare experiences, test reasoning, ask follow-up questions, surface assumptions, and see that others are wrestling with similar challenges.

A leadership concept becomes more meaningful when a manager hears how another leader handled a difficult conversation. A safety standard becomes more practical when learners apply it to a realistic situation and discuss where judgment is required. A customer service principle becomes more actionable when participants practice language, receive feedback, and try again.

In these moments, the group becomes part of the design, and the social element drives the learning.

When ILT May Be the Right Choice

ILT is often worth considering when the desired impact depends on more than awareness.

For example, ILT may be a strong fit when learners need to:

• Practice a skill with coaching or feedback
• Apply judgment in nuanced or complex situations
• Build a shared language around a process, culture shift, or strategy
• Discuss emotionally or relationally complex topics
• Learn from peers’ experiences and perspectives
• Develop confidence before applying a skill in real situations
• Align around expectations, values, or decision-making principles

In these cases, human interaction is not an add-on experience—it is the core method.

ILT is uniquely positioned to create shared understanding, build alignment, and strengthen relationships. It moves learners beyond practicing what to think and lets them practice how to respond. An intentionally designed ILT creates space for learners to wrestle with decisions, respond to challenges, build trust, and brainstorm solutions.

Making ILT Worth the Time

Bringing people together is an investment that should be treated with care.

An effective ILT should focus on what learners can accomplish together that they could not accomplish as effectively on their own. This requires careful thought around a few key elements:

• Clear purpose
  Learners should understand why the session matters, what they are expected to learn, and how they will use the information.
• Strong facilitation
  The instructor must guide discussion, ask meaningful questions, manage group dynamics, and help learners connect content to application.
• Active participation
  Learners need opportunities to practice, analyze, reflect, and decide.
• Relevant context
  Examples and activities should feel realistic so that learners can see themselves in the learning.
• Peer-to-peer learning
  Participants should have space to share experiences, compare perspectives, and learn from one another.
• Feedback and adjustment
  Learners should receive input that helps them improve, and facilitators should be able to adjust their approach based on the group’s needs.
• Practical application
  Learners should leave with a clearer sense of what to do differently after the session ends.

When these elements are present, ILT becomes a powerful shared learning experience.

Choose ILT for the human work

At Vivayic, we believe modality decisions should be driven by the learning goal, not by habit, preference, or assumption. Sometimes the best solution is digital, sometimes it is live, and sometimes it is a blend of both. The key is understanding what kind of learning an organization is trying to create.

The value of ILT is that a skilled facilitator can help people learn with and from one another.

Returning to the Learners

Think again about the rural teacher, the businessperson, and the middle school student.

A trained teacher likely does not need information about lesson planning. They may need to practice presenting, adapt materials, ask questions, and hear how other teachers handle the realities of their classrooms.

The businessperson does not simply need a checklist for their new role. They may need space to ask questions, hear how others have navigated similar transitions, practice new conversations, understand the culture, and build confidence in the relationships and decisions the role requires.

The middle school student does not need leadership models and frameworks. They may need encouragement, correction, demonstration, confidence, and a community of peers helping them learn through experience.

In each case, the content matters, but the deeper learning happens through interaction, practice, feedback, and relationships.

Some learning can only reach its full potential when people learn together. That is when ILT is worth choosing. 

References

Bandura, A. (1971). Social Learning Theory. General Learning Press. https://www.asecib.ase.ro/mps/Bandura_SocialLearningTheory.pdf