Passive further education is not enough. Many training courses convey valuable knowledge. Nevertheless, learning success often fails because what has been learned is not applied in daily work afterwards. This is exactly where blended learning comes in: The combination of face-to-face phases and digital learning impulses systematically supports the transfer of learning.
In this article, you will learn about five types of calls to action that you can use to support participants step-by-step in putting new knowledge directly into practice.
Why transfer of learning is so important
Professional training plays an important role in companies. However, the decisive factor is not how many training courses are conducted, but how much of them actually arrives in the daily work routine.
For years, studies have shown that this transfer of learning is often the biggest challenge. Many participants leave a training course with new knowledge but subsequently receive hardly any support in applying this knowledge in a concrete way.
Blended learning addresses this problem with short digital learning impulses before, between, and after face-to-face sessions. These remind participants of important content, promote repetition, and give them concrete next steps for their daily work.
The actual success factor here is well-formulated calls to action. They turn theoretical knowledge into concrete action and help to promote the transfer into practice in the long term.
Especially in digital learning, such clear next steps are particularly important. Without a concrete call, many online impulses remain without consequence because participants return straight to their daily work routine after reading or watching. A clear CTA therefore ensures that information actually turns into action.
How good calls to action work
Without a concrete call to action, many participants remain passive. They read the learning impulse, close the page, and return to their daily tasks. The decisive step from knowledge to application then often does not take place.
Even a few, clearly formulated sentences can make the difference. A good call to action shows participants exactly what they should do next and makes getting started as easy as possible.
An effective call to action is therefore:
focused on exactly one next step,
directly implementable or at least plannable within five minutes,
formulated understandably in no more than three simple sentences.
On the other hand, avoid multiple tasks at once or calls to action that first require extensive preparation. The easier it is to get started, the greater the likelihood that participants will actually take action.
5 examples of effective calls to action
Theory alone is rarely enough. Therefore, the following examples show five typical types of calls to action that have proven successful in blended learning and digital training.
For illustration purposes, graphically designed method cards are used. Each card shows a typical method and the corresponding call to action (CTA).
By the way: In didactics, a call to action is also frequently referred to as a CTA. It always means the same thing: participants receive a concrete invitation to become active immediately.
CTA Example: Training Reference
This type of call to action is particularly well-suited at the beginning or at the end of a training course. It helps to incorporate participants' expectations, experiences, or feedback and to promote exchange.
The basic principle is:
How do you rate ...? What do you expect from ...? Share your assessment!
Example: "What is important to you?"
With the call to action "What do you expect from the training? Write down a few bullet points for each question," participants first give their personal assessment. This actively involves them from the start and gets them talking to you or the other participants.
Make sure to formulate as concretely as possible:
What should the participants refer to?
How should they submit their answer (e.g. comment or message)?
CTA Example: Exercise Reference
Calls to action with an exercise reference are among the most effective forms of learning transfer. They prompt participants to apply new knowledge immediately.
The basic principle is:
Complete the following exercise ...
A simple "Please do the exercise" is usually not enough. Good calls to action make the next step as concrete as possible.
Example: "My great role model"
The call to action is: "Think about who is the role model for good presentations for you. How would this person design your next presentation?"
This task becomes even more effective through additional concretization, for example: "Take 15 minutes for this and write down your most important insights in the comment field."
This way, participants immediately know
what they should do,
approximately how much time they should plan for,
and where they record their result.
CTA Example: Questions
Not every learning impulse requires an immediate practical exercise. Especially with theoretical foundations or an introduction, it helps to actively invite participants to ask questions.
The basic principle is:
Do you have any questions? Then ask them ...
Example: "Convey theory in advance"
The call to action "Are there any uncertainties? Leave me a comment" is simple and clear.
It becomes even more helpful if you also specify how participants can ask their questions, for example via a comment field, a chat function, or by message.
CTA Example: Scheduled Task
Not every call to action can be implemented immediately. Some tasks are deliberately meant to take place at a later date or regularly. In that case, a clear scheduling helps.
It is even better if participants can perform a small action directly after reading, for example, entering the appointment into their calendar immediately. This increases the likelihood that the task will actually be completed later.
The basic principle is:
Execute the task at the following time ...
Example: "KPI, AktG, CAC ..."
The call to action "Topic understood? Go through the five steps every evening for a week" already works well because it specifies a concrete timeframe.
It becomes even more effective through additional instructions, for example:
"Enter a fixed appointment in your calendar now and plan for about ten minutes daily."
This way, participants not only know what they should do, but also when and how much time they need for it.
CTA Example: Situational Trigger
This form of call to action is frequently used but is more difficult to implement than the previous examples. The reason: the timing depends on a specific situation and cannot be planned in advance.
The basic principle is:
If ... happens, then ...
Example: "It's better to ride in tandem"
The call to action "Share your most important insights with each other after each meeting" gives participants clear guidance.
However, it works best if the meetings are already planned. If the appointment is still open, it is harder to schedule the task directly into daily work.
If possible, combine such situational triggers with a concrete schedule or a reminder. This increases the likelihood that the action will actually be executed.
Conclusion: Good calls to action promote the transfer of learning
The success of blended learning does not only depend on good content. The decisive factor is whether participants subsequently apply what they have learned.
Clear calls to action help turn knowledge into concrete action. They provide guidance, lower the barrier to entry, and support the transfer into the daily work routine.
The five examples presented show different ways to actively involve participants. Whether personal reflection, practical exercise, question, scheduled task, or situational trigger: each form can targetedly promote the transfer of learning if it is formulated understandably and is easy to implement.
Anyone planning digital training should therefore not only consider what content is conveyed, but above all what next step participants should take afterwards. That is exactly where sustainable learning is created.
Frequently Asked Questions and Answers
What is a call to action in e-learning?
A call to action (or CTA) gives participants a concrete next step. It supports the transfer of learning by directly linking knowledge with a practical action.
Why are calls to action so important for blended learning?
They help participants not just to consume learning content, but to apply it immediately. This increases the likelihood that new knowledge will be used in daily work.
How do I formulate a good call to action?
A good CTA focuses on exactly one next step, is easy to understand, and can be implemented or planned as immediately as possible.
What types of calls to action are there?
Calls to action with training reference, exercise reference, questions, scheduled tasks, and situational triggers have proven successful.
How do calls to action improve the transfer of learning?
They reduce the barrier between learning and doing. Participants know exactly what they should do next and therefore implement new content much more frequently in practice.
