A set of high conversion and traffic generation course SOP

Lead-in courses are a common marketing method adopted by many online education companies. Users learn a course by paying a relatively small amount of money, and the company guides users to purchase formal courses through sales talk or preferential means.

1. The underlying logic of the traffic-generating course

The underlying logic of the traffic-generating course needs to guide users to make paid purchases. To guide users to take action, a complete set of persuasion logic needs to be given to users. The persuasion logic includes ↑ enhancing users' purchasing motivation ↓ reducing users' purchase resistance, and finally giving users a low-cost and smooth action path. Educational products are products with extremely strong consumer decision-making, so in the scenario of attracting traffic to educational products, the commonly used persuasion logic is to break the user's cognition, establish trust with the user, and create consumer demand.

Commonly used persuasion logic needs to include the following three points (the application of persuasion logic is not limited to the live class scenario, or even only in the marketing link of the live class, it should run through the entire service cycle, from the moment of reaching the user to the transaction)

“Why buy + why buy from me + why buy now”

Why buy common logic

Why do I buy the common logic?

After we guide users to generate payment demands, among the many educational products, which are currently highly homogenized, why should users choose our products? How can we differentiate them is the core key.

Why buy now?

This mainly serves our performance indicators. When we guide users to generate purchasing desire and the desire to buy our products, we must quickly guide users to place orders through high-quality services and a simple and smooth path.

2. New Course Production Process

2.1 User Research & Competitive Product Research

2.1.1 User Research

There are some differences in the logic of existence of K12 subject education and adult education. For adult education, such as the IELTS test, not going to an institution means that I have to look up information through my own efforts, and then conduct self-supervision to complete my learning goals. Educational institutions can help users gain the most authoritative knowledge quickly and efficiently by providing users with systematic knowledge and services.

As for subject education, there is already a mature teaching logic and teachers for cultural courses in schools, so the real psychology of parents enrolling their children in extracurricular tutoring classes becomes a very important handle for closing sales.

Each course requires a survey of current users to provide a basis for course sales and production. User surveys are generally conducted during the micro-addition period and at the end of the course. The micro-period survey mainly focuses on exploring user pain points, learning goals, purchasing power and willingness to help front-end sales provide a basis for user stratification. At the end of the course, the main focus is on collecting feedback on the current course content and marketing orientation, and continuously optimizing and polishing new courses.

2.1.2 Competitive product research

Traffic factors: price of traffic-generating courses and distribution channels

Course content: course objectives, course structure, assessment exercise content and format, course cycle, course difficulty, class frequency, live broadcast room format

Service content: user path, community SOP , appearance content

Marketing packaging: teaching staff, marketing materials, parent classes

2.1.3 Course Objectives & Syllabus

If you are starting to create a course from the 0-1 stage, you need to clarify the course objectives through preliminary research, that is, which users will be targeted and what problems will be solved in what way. This is the most important core deliverable in the preliminary research process.

However, we are often faced with courseware that has already been produced by teaching and research. Operations personnel need to disassemble and organize the course outline, clarify the course objectives by sorting out the outline, and sort out how the course solves what problems of students, and use this as the basis to produce the selling point of the course.

And organize the following content:

• Course knowledge points, the more detailed the better, for example: natural spelling of words, prepositions in grammar
• Course knowledge structure, for example: 1/3 vocabulary, 1/3 grammar, 1/3 picture books
• Knowledge point solution: Example: XXX method trick
• The time proportion of each knowledge point, for example: 10 minutes for vocabulary, 20 minutes for grammar, 10 minutes for picture books
• The interactive question format and time interval for each knowledge point, for example: one interactive question every 5 minutes, the question type is connect the lines, fill in the blanks

3. Course Structure

3.1 Course Schedule

* Taking 90 minutes as an example, the time allocation ratio is as follows

• 70% of core knowledge points – 60 minutes
• Marketing time 20% – 20 minutes
• Interactive break time 10% – 10 minutes

3.2 Course Process

Pre-class interaction

Lecturer's opening remarks

Core knowledge explanation closed loop ①

• Pain point mining – Knowledge explanation – Verification
• Interactive break during class

Core knowledge explanation closed loop ②

Pain point mining – Knowledge explanation – Verification

Course Marketing

• Parents Class
• Marketing promotion course

End of class

3.3 Interaction before and after class

Taking a 90-minute course as an example, the teacher is generally required to enter the classroom 15 minutes before class, because some students will enter the classroom early. These students generally have received good service from the sales teacher before class and have established trust and expectations for the course. They are high-intent users. If the teacher can enter the classroom early, it will give students and parents a better impression. It is also a very important time node to establish personal image and increase intimacy with students. You can have some simple interactions with students, understand their situation (region, grades, willingness to learn, etc.), and play some interactive games, preferably games related to your own personality and major. For example, primary school English teachers can imitate dubbing, and can play games of dubbing movies and cartoons before class, which is both interesting and establishes the character of being "good at English".

Try not to leave immediately after class, as this will give the parents the feeling that the get out of class ended in a hurry. You can have some small interactions with students at the end of class, and talk more with students who are still in the classroom. At this time, the students who are still in the classroom are already very recognizable for the course content, and the interaction effect will be doubled.

3.4 Lecturer character packaging "1+N"

The lecturer's personality can adopt the "1+N" model, with a main personality that meets user needs and other personalities to enrich the teacher's portrait. Try not to have too many labels or too many complicated labels. Having only memorable points is equivalent to having no memorable points.

Personality Tags:

The packaging of the speaker’s personality needs to explore the speaker’s personality traits, growth experience, educational background, teaching methods, and personal talents. The speaker’s personality should be as focused as possible and fit the user portrait. If the speaker's personal characteristics are very obvious, with a strong academic background and multiple talents, it is also necessary to emphasize the main character, and the others serve as supplements to enrich the character portrait. If the speaker is not particularly outstanding in any aspect, package him/her according to the personality that current users want to see.

Different personality packaging should be provided for students with different portraits and learning needs. The main learning purpose or endpoint for senior students is to enter junior high school, and the lecturer’s character is set up as “having taught XXX graduating classes and is particularly good at test paper analysis”, etc., mainly to highlight the ability to help students achieve the goal of getting into a good junior high school. The main learning goal for lower grade students is to stimulate their interest in learning and develop good learning habits. The lecturer’s character should be based on “interesting teaching methods, knowing how to get along with lower grade students”, etc. He should be able to grasp the children’s psychology and win their likes.

Character language:

The language used by the character must make the user feel that it is "related to me". For example, a label often used by children’s education teachers is “child education psychology expert”, but what problems can this label solve for users, and why should users pay for this label? Then we can transform this label into language that can solve user problems, such as "I am very good at dealing with naughty children because of my professional knowledge", and transform academic language into language that parents can understand.

3.5 Core knowledge content

The core knowledge content is the most important part of a class. On the one hand, it is the externalization of the course effect, and on the other hand, it is the connection with long-term classes.

3.5.1 Externalizing the Effect of Attracting New Courses

The commonly used externalization effect logic is: introduction of pain point questions – explanation of knowledge points – verification questions. The accuracy of knowledge points can also be used to verify whether the question design is reasonable and whether the teacher’s teaching is effective.

In designing the difficulty of exercises, different difficulty levels should be set at different stages. Students should feel a sense of gain after going through the challenges of some difficult problems, but they should not feel that they have learned everything or that it is enough to just take new lessons. The difficulty level must be connected well with long-term classes.

3.5.2 Method and skill selection principles

Knowledge point selection principles:

Cognitive gap

• Knowledge points that parents don’t know
• Points that exist in parents' cognition but are different from our teaching methods

Efficiency

• For the purpose of improving scores, choose the knowledge points that are most likely to be wrong in the exam
• For the purpose of improving scores, choose the knowledge points with the largest score proportion in the exam

Connectivity

The knowledge points should be closely connected with the long-term classes, and it is best to be the essence of the complete system in the long-term classes.

Method principle:

Operational:

The learning effect can be verified immediately after the lecture

Translational:

One big move can solve multiple problems

Uniqueness:

Different from other teachers/institutions, only "I" can tell it

3.5.3 Knowledge Point Interpretation Interactive Design

1. Frequency of interaction

One of the difficulties of online live classes is that students cannot concentrate for a long time, especially children, whose general attention span is 15-25 minutes or even shorter, so it is necessary to communicate with the teaching and research teachers on how to design interactive questions. Generally, there are three points to note:

• The first point is that the types of questions should be diverse, such as multiple choice, connecting lines, following reading, etc. Try not to be too repetitive
• The second point is the frequency of interactive questions, such as one interactive question every 5 minutes.
• The third point is the externalized effect design of interactive questions. The course content ultimately serves the purpose of conversion and sales. Interactive questions are a very good way for parents to see the learning effect and even allow parents to participate. The externalized effect can be enhanced by adding some games, parent-child PK, etc.

2. Interaction

In large-class live classes, teachers have very limited opportunities to communicate with students. The teacher's ability to respond during the limited interactive communication process is a very important opportunity to demonstrate the teacher's personal qualities and leave a deep impression on parents. Try to do some design and rehearsal before class.

Pay special attention to some teachers who do not have much teaching experience. When faced with situations where students cannot answer or answer incorrectly, they do not know how to communicate with students and the interaction is very awkward. Try to polish your teaching in advance.

3. Pre-class exercises

There are two main design logics. The first is to serve the first chapter to the course. By exploring the user's learning pain points and setting up hooks to connect with new courses, students are given the motivation to "I want to hear how to solve this knowledge point."

In fact, it is to provide a strong hook for the sales of pre-class services. After rounds of online education, parents are more resistant to sales, and education is a product that requires a strong sense of trust. Therefore, it is very important to give sales a hook to reach parents through subject questions before class. It can not only reduce parents' guard and establish a "professional" image, but also deeply explore parents' real pain points and needs through judgment of the learning situation.

Author: KD

Source: KD