Online Bootcamp Operation Manual (SOP)

As we all know, training camps have become the most common and standardized operation conversion model for online education and knowledge payment. Its essence is "high-quality content + community operation ", and the industry has formed a very systematic approach.

This article will integrate the content about training camps that the author has produced in the past, hoping to form something like a "manual" to help my online education colleagues. When they don’t know how to do the conversion, they can open it and take a look. If it can bring some help, this article will have its due value.

1. Online training camp product system construction

My good friend Songyue once summarized it as: training camp = courses + homework + community + activities. I simplified it and summarized it as “training camp = courses + community + activities” because courses often include homework, especially paid educational courses.

1. Courses

The course is the core part of the training camp and the key to attracting users. In the training camp model, the course design mainly includes the following parts:

(1) Course objectives

The purpose of the course determines the purpose of the training camp. Generally speaking, there are two types of training camp courses: one is biased towards a specific ability, and the other is biased towards a specific knowledge. In the words of Mu Gongzi, they are "ability-based courses" and "information-based courses."

For training camps, more emphasis should be placed on efficiently cultivating certain abilities or skills, such as concentration, thinking ability, memory, or writing, speaking, time management, etc. After learning these contents, they need to go through practical operations, practice and testing, so that you can know whether you have mastered or acquired a certain ability. This is obviously more in line with the model and positioning of the training camp.

(2) Course Content

A major feature of the training camp is concentrated learning, and the learning content needs to present three characteristics.

First, there should be a systematic framework, that is, a complete, clear, and logically progressive content outline, which should be based on corresponding theoretical basis or systematic experience summary, rather than being fabricated out of thin air and randomly arranged.

For example: the calculation training camp for elementary school mathematics has a scientific and reasonable content system regarding the specific methods and ability levels of calculation, and the essential points that can be presented in the outline are extracted based on this system.

Second, there is an advanced system, that is, the training camp can serve as an introductory course for the product of the capability advancement system. The basic logic should be that the training camp is a part of the entire product system, connecting downstream courses (lower capability requirements) and upstream courses (higher capability requirements).

For example: for training camp products that cultivate design habits, the elementary level can allow students to learn the basic way of note-taking, the intermediate level requires them to learn a scientific note-taking method, and the advanced level requires them to master a learning method that combines note-taking, specifically "x-day note-organizing training camp-x-day Cornell note-taking method training camp-x-day note-taking review method training camp".

What I want to emphasize about the advanced system is that we must design a differentiated experience and design a complete traffic conversion system according to the purpose of "attracting traffic-experience-conversion-monetization", such as "free 3-day training camp-low-priced 7-day experience camp-high-priced 14-day intensive training camp-full-priced 30-day special training camp", with service levels from low to high, and entry barriers also from low to high, to achieve layer-by-layer screening of traffic and efficient conversion.

Third, it must be transferable, that is, users who have completed the training camp can be retained in other products. This product can be the training camp itself, short-term classes, long-term classes, or membership products. There needs to be a certain relevance in content between the training camp and the transfer products. There should not be such weird things as "users of elementary school training camps sign up for high school courses."

For example: a special training camp for self-control suitable for primary school students can be linked to the regular-priced small-class subject courses, because the small-class courses take into account the problem of self-control of primary school students and design relevant classroom functions, and this point can be highlighted in the training camp courses.

(3) Learning session design

The design of the learning session of the training camp is the most prominent part that highlights its model positioning. Generally, the learning session of a training camp follows this process: listening to lectures and learning - practicing and checking in - comments and summarizing - testing and evaluation.

This process is similar to the normal learning process, that is, "teaching-learning-practice-testing-evaluation", but there are slight differences in the specific details. Let's briefly break it down:

Learning by listening to lectures: Users need to choose a way to learn the content. In terms of effect, live broadcast is better than recorded broadcast, and video is better than audio. However, considering the autonomy of training camp learning and the low operating costs, recorded audio or video is a better choice.

Practice check-in: There must be corresponding exercises or homework behind each class. For ability-based courses, exercises or homework are mostly practical content, and are mostly submitted in the form of photos. This is significantly different from the practice homework of information-based courses, because the practical content is easy to see the effect, which is more suitable for students to learn and imitate each other, and it is also convenient for teachers to point out problems and discover advantages.

Comments and summary: After students submit their check-ins, teachers need to comment on the homework or exercises, give students corresponding feedback, and summarize the whole. This step is conducted frequently and helps students to devote themselves to learning the next day.

Test evaluation: After several days of check-in learning, it is necessary to use tests to evaluate the students’ learning effects, and give corresponding commendations and rewards accordingly, which will help spread word of mouth.

The presentation of the above links needs to be implemented in the service process, which will be involved in the second part of this article.

2. Community

Community is the second essential element of the bootcamp model. Why? Because according to most people's understanding, it is necessary to build a community. With a community, you can implement operational actions on users in a centralized and efficient manner to promote conversion.

This makes sense, because humans are social animals, and blind conformity and emotionality are typical characteristics. These can be used to implement specific actions in the community, thereby influencing the minds and behaviors of group members.

So for training camps, what kind of group is easier to control and influence? The answer is class-type groups, which I think is the most suitable community form for training camps. Class-type communities have two obvious characteristics: one is strong rules, and the other is a learning atmosphere. Let’s talk about them separately.

(1) Strong regularity

The so-called strong rules mean that group members must follow certain rules, otherwise they will be punished. In the training camp community, the rules are generally divided into the following two aspects: rules to ensure community experience, that is, prohibiting group members from posting advertisements, and prohibiting members from chatting about content unrelated to the theme of the special training camp; rules to protect community trust, that is, prohibiting impersonating group owners to post messages, and prohibiting privately adding all group members as friends.

Once rules are established, there must be punishment measures for breaking them, just like making loud noises in class will be criticized by the teacher and made to copy the text as punishment. In the community, if the above two rules are broken, the lighter ones will be a warning, and the heavier ones will be removed from the group chat, and other members will be informed that they will be disqualified from the activities.

By establishing rules and punishment measures, it can serve as a warning to users in the group and lay the foundation for creating a good learning atmosphere.

(2) Learning atmosphere

As mentioned earlier, communities should be organized into classes. Another major feature of class-type communities is that they have a learning atmosphere, which is the most essential difference from general communities.

What is a learning atmosphere? I personally think that the most important performance is that group members can take the initiative to initiate topics and discussions about the content of the training camp, just like students in a class can take the initiative to ask questions to the teacher and have free discussions with classmates.

However, this is too difficult for a newly formed short-term community. Even if the content of the training camp hits the user's pain points, the probability of causing spontaneous discussions is not very high, so strategic topic guidance and sharing incentives are needed.

As for the specific operational details, it depends on the situation, but the basic routine is nothing more than the group owner, class teacher, or even the main teacher to initiate the topic, and match it with corresponding incentive designs that can promote conversion, such as rewards that can be used to redeem points for courses, peripheral gifts, etc.

However, this is considered a basic strategy. A more advanced approach is for users to initiate topics. There are two ways you can try.

One is to invite or recruit core users to share. For example, in Baby Play English, parents of students who are class representatives are invited to share their children’s learning achievements, and students outside the circle invite students with good performance in the group to share on the topic.

The second is to give the content of exercises or check-ins certain sharing attributes, and the content must be positive. For example, you can require check-ins on reading notes to be sent to the group, and select the best ones to create a gap. At this time, based on the boosting effect, latent group members will gradually become active. At this time, guiding the discussion of related topics can achieve twice the result with half the effort.

However, the above is only a strategy. When it is actually implemented, it will be found that the effect is often difficult to meet expectations, because the compulsory nature and learning atmosphere are difficult to compare with actual classes. However, users can get real value and an experience that exceeds expectations, which will undoubtedly be of great help to the activation, retention, and conversion of the training camp.

3. Activities

In addition to courses and communities, corresponding activities are also indispensable for training camps, which are of great help in activating, retaining and converting users. There are three main common forms of training camp activities.

The first is live sharing, which involves inviting outstanding students, former students, etc. to share their learning experiences, or additional courses assigned by the instructor. This is a soft activity that aims to increase the value of the training camp.

The second type is team competition, that is, team PK, allowing students to freely form teams to check in and study, and give material rewards to the group that persists in studying the longest. The purpose is to use the team collaboration effect to increase students' enthusiasm for learning.

The third type is welfare activities, which is to add some small benefits, such as gift packages, free draws, group purchases, flash sales, etc. The purpose is to increase community activity and pave the way for overall conversion.

For example, New Oriental Picture Book Library once launched a "1 Yuan Lucky Bag" flash sale in its training camp, which included audio courses, accompanying reading courses, book subsidies, course subsidies, etc., which were originally priced at 1,999 yuan. It set marketing strategies such as time limits, quota limits, and income cards, which greatly increased the sense of urgency and conversion efficiency of community users.

2. Online Training Camp SOP Service Process

Designing teaching links based on learning scenarios is the core of the operation of online training camps, which mainly includes topic selection and service process design.

The topic selection is often closely related to the product to be promoted, and it is best to be directly related, that is, selecting part of the content from the original course, such as Baowan’s introductory course and Qidian Academy’s experience camp; or choosing content that meets the pain points of a certain user group, such as an open physics class for eighth graders. As for the course outline and content, they can be controlled by the main teacher and teaching and research teachers, and the operation staff will focus on how to serve the students throughout the entire process.

The service process mainly refers to the class process, which includes five parts: opening ceremony -> preview class + pre-class test -> class -> homework + review + check-in -> closing ceremony.

1. Opening Ceremony

The normal process of the opening ceremony is as follows: a countdown notice is given one day in advance to attract the attention of the group, and then the ceremony is officially opened on the same day. It generally includes introduction of rules, courses, teachers, study arrangements, behavioral rules, behavioral rewards, class methods, validity period and other routine content.

The standard opening ceremony generally has the following steps:

• Preview: Notify group members of the opening ceremony in advance and remind them to learn the basic information of the training camp and their own brand;
• Preheating: Heat up the community atmosphere in advance by sending red envelopes and asking group members to introduce themselves;
• Formal introduction: The system explains the purpose of the training camp, brand introduction, schedule, content introduction, teacher introduction, clock-in rules, exclusive benefits, etc., so that group members can clearly understand what to do next and how to do it;
• Pilot course: In the form of short videos, let group members systematically understand the importance and general content of the special training camp, and prepare for the initial conversion.

After the opening ceremony, in order to make the learning atmosphere more intense or further stimulate activity, some designed a "learning oath" session in the form of a chain, such as asking users to copy the provided text, add their name and grade, and send it to the group. This way of playing that utilizes the group effect is very suitable for the WeChat group environment.

In addition, not only learning the oath, but also signing in and clocking in can be done in this way. For example, group members can report the numerical order and copy the provided words and send them to the group. This will complete the sign-in and clocking in. Or the official can provide designed words, and group members can copy them and add the sing-along number, and send them to the group. This will complete the warm-up learning.

It should be noted that the chain design of the herd effect such as punching in, swearing, signing in, self-introduction, etc. can be initiated before the opening ceremony. In the name of a small activity, small welfare rewards can be given to create a good learning atmosphere in advance and help with initial conversion.

2. Pre-class preparation + pre-class test

The purpose of preview classes and pre-class tests is to allow students to have a simple understanding of the course, the teacher, and their own level, so that they can prepare for formal learning with questions and curiosity, create a sense of anticipation, and provide an introduction to the teacher's course.

For example, Ivy Dad will design a morning reading session similar to preview, and Penguin Tutoring will use the mini program to release preview lessons and pre-class tests before the start of each formal course (including opening lectures), and require check-ins. It will also release short videos of the subject recorded by the teacher.

Especially short videos, the content of videos in different subjects is different. For example, a math teacher can use cutting oranges to explain the knowledge of circles and calculate math problems; a physics teacher can demonstrate simple experiments, etc., which is very fresh.

3. Class

After posting the pre-class preview every day, the course content will be announced and group members will be reminded to officially attend the class. There are generally two forms of classes, namely live broadcast and recorded broadcast unlocking. Next, we will focus on the content logic of these two forms.

Live streaming is a very common form of communication at present. It offers a good experience, good interaction, is very conducive to conversions, and can easily create the feeling of a serious class. The general marketing logic of live streaming is this: raise questions - point out pain points - give examples of questions - provide methods - user proof - recommend courses - guide registration.

Of course, some live broadcasts are different. They will combine subject knowledge for marketing to give users a sense of accomplishment. The process is as follows: explanation of preview questions-knowledge points-interaction with multiple examples-explanation of multiple examples-on-site testing of practice questions-explanation of practice questions-knowledge summary-homework-course recommendations.

In addition to live broadcast, recorded broadcast unlocking is also a common course format, which is mostly used in language education products such as picture books and nursery rhymes. For example, Baby Plays English is divided into an eight-day course, with one section unlocked every day. Except for the first day which is a must-read before school, each subsequent section is divided into three parts: "Ear Training - Learning Words - Learning Sentences". Each small section can be unlocked after completing the next small section.

4. Homework + Review + Check-in

After the live or recorded course, there will be knowledge point review and homework. The knowledge point review is generally sent to group members in the form of mind map cards and text summary, and there are many specific forms of homework, such as guiding users to do multiple-choice test questions in the mini program, allowing users to complete hands-on homework and take photos or record videos, etc.

In addition to review and homework, there is also a check-in session to prove that users have completed the course, and generate pictures and scripts to facilitate user forwarding. Some also have check-in rewards to further stimulate students to share.

In fact, when designing the above service process, the "addiction model" can be used to improve the completion rate. The specific methods are as follows:

(1) Trigger

It is divided into external triggers and internal triggers. External triggers are reminders to attend classes, view replays, submit homework, and even answer questions every day in the form of @ all members in the community, private chats, announcements, red envelopes, etc.

Internal triggering refers to the impact of the presentation of course content on students. This is the key to whether the triggering is effective. The teaching format should be based on the principle of immersion. Live broadcast and dialogue (i.e. imitation chat) are more attractive and interactive than recorded broadcasts.

(2) Action

After internal and external triggers, users will complete specific actions motivated by "wanting to test their learning outcomes", such as checking in. However, according to "action = motivation + ability + trigger", if you want students to complete the task smoothly, you need to make the behavior simple and easy, which means that students do not need to spend any learning costs.

To address this point, we need to consider two aspects. First, choose content that takes less time. For example, Changtou Academy uses a simpler "test" to test the learning effect and attaches the correct answers. Second, use check-in mini-programs. For example, Baby Plays English has specially developed a check-in mini-program to assist supervision.

(3) Variable rewards

In sessions like checking in, many training camps choose to have students write text or make mind maps. This is obviously not in line with the principle of simplicity and requires extremely high rewards as a driving force. If this driving force is set reasonably, it will be very effective for students' investment in learning.

Rewards are generally divided into three types, and the operating strategies for each are briefly listed:

• Social rewards, that is, people's natural desire to be known, can be satisfied by setting up question-and-answer sessions and guiding students to share their views;
• Prey rewards, that is, items that meet certain needs are prey, such as money, information, resources, etc. The corresponding strategies include teaming up to punch in to share bonuses, and persisting in punching in to get rare information, etc.
• Self-reward, that is, the desire for pleasure, can be used to design a high-difficulty challenge activity based on the original course to stimulate students' enthusiasm for participation and make them feel that what they have learned is useful.

(4) Investment

Through the three steps of triggering, action, and reward, students’ behavior can basically be changed to make learning continuous. However, in order to make students spontaneously and continuously engaged in learning, it is obviously necessary to gamify the learning behavior.

Designed according to the PBL model (points, badges, rankings), it can be stipulated that points or coins can be obtained by attending classes, doing homework, and checking in, and can be used for redemption and rewards; different learning behavior days correspond to different levels; and the rankings are updated regularly.

5. Closing Ceremony

The functions of the closing ceremony and the opening ceremony are basically the same, the difference is that they pave the way for the final transformation. Regular sessions include:

• Review: Systematically review the learning content of the entire training camp and make a summary of the essence. If it is a little more fancy, it will be in the form of a chain;
• Comments: Praise users who have performed well during the training camp, issue certificates of honor for completion, and provide evaluation and guidance for those who have done well in their homework;
• Q&A: Answer questions related to the training camp content raised by group members during the period;
• Easter eggs: Send the ultimate training camp benefits, give a sense of honor and surprise, and pave the way for the final conversion.

For example, the closing ceremony of the Baby Playing English course uses review chains, honorary certificates, and distribution of Easter egg benefits. In addition, the author has also experienced some user growth training camps. During the closing ceremony, the teacher gave comments and answered questions, and the final easter egg part guided students to the full-priced courses. In fact, this part can issue medals of honor or small benefits, and then link them with the courses, which may have a better conversion effect.

3. Details of online training camps to attract new customers

The operation of the training camp covers almost every aspect of the Pirate Model (AARRR). Next, we will use the improved Pirate Model to illustrate the operation strategy of the training camp.

1. Attract new customers

There are two main ways to attract new customers to the training camp: paid placement and fission acquisition.

Paid delivery mainly refers to delivery on some public accounts with a large number of fans. It is necessary to consider whether the fan group of the public account matches the training camp, the regular conversion rate of the public account, the price of the headlines and sub-articles, etc. The purpose is to calculate ROI and strive for the lowest customer acquisition cost.

Fission customer acquisition is currently a common method and the preferred solution for promoting most training camp products. Commonly used methods include group buying, distribution, referral, invitation, assistance, etc.

Forced forwarding: This is the most common way to play, but if you want growth you must pay attention to details. The most cases are seen in NetEase Cloud Classroom, such as the Mini Program Growth Training Camp where Xu Zhibin was invited to give a lecture.

• Give one, get one: Let users actively give courses to friends, and friends can directly sign up for free. After their friends sign up, users will also be eligible to sign up for the course for free.
• Tiered invitation: There are tiered rewards. Different numbers of invitees will get different rewards. The rewards are from small to large. Generally, the latter includes the number of invitees of the former. The invitation is considered successful only when the invitee signs up for the training camp.
• Group buying: Pinduoduo-style fission. For example, the in-depth reading training camp for classmates outside the circle is a group buying model of 1 yuan for three people.
• Distribution: Most paid training camps for personal brands, such as the 5-day WeChat Moments marketing training camp, adopt the distribution method.

The author would like to focus on forced forwarding, which includes two mainstream ways of playing: starting with a personal account and starting with a community.

To start a business, simply put, is to obtain seed users from a certain channel and then split them. In this process, the transformation from unfamiliarity to first trust is actually completed, and raw traffic is transformed into mature traffic.

(1) Starting with a personal account

The way to start a personal account is very simple. You can divert traffic from public accounts and WeChat groups to personal accounts for fission, or directly pull them into WeChat groups.

When starting with a personal account, you can use two actions. One is to inform the user of the brief arrangements in advance so that the user knows what to do at the first time. The other is to publish a test link to test the user's level, and then pull them into different groups, and perform tiered operations in advance. This can ensure that the subsequent conversions are accurate and efficient.

For example, Penguin Tutoring often uses personal accounts to start the game. After adding friends, it relies on personal account fission tools to use bait to promote fission. Now it has switched to a community start-up method.

(2) Community start-up

Social group creation is another common method. After directing traffic from the channel to the WeChat group, users in the group are reminded to forward the content or directly invite friends.

For example, Gaotu Classroom most commonly uses WeChat groups to start the game. The general way of playing is to directly inject traffic from official accounts and ended WeChat groups into the active code group, and then encourage forwarding, which helps it achieve short-term growth and recycling of traffic.

Baby Playing English is also a long-term user of WeChat group startups. Its routine is to give away 398 yuan courses for free, and call on group members to recommend friends to sign up for the 398 yuan course. The rewards are different for different number of recommendations, and a time limit is set to create a sense of urgency.

Qidian Academy adopts a similar gameplay to Gaotu Classroom, with the slight difference being that those who pass the forwarding review will be pulled into the formal group, which actually creates a relatively good experience and is more helpful for later retention and conversion.

2. Activation

The next step is activation, which is to create a group to retain new users and avoid losses caused by attracting new users. It is usually done by guiding the group owner and providing information.

Before officially creating a group, users must be grouped, such as by grade and subject. The purpose is to facilitate regular push to the group and achieve more efficient and accurate conversion results.

(1) Group entry guidance

After users join a group, they must be informed immediately of what the group is for, what the requirements are, and what needs to be done. Otherwise, users are likely to remain silent or even leave.

For example, after inviting users to join the Baby Play English group, the group will inform them of the course introduction, learning arrangements, learning benefits, registration methods, learning rules and other contents in the form of an announcement so that group members can understand it at a glance.

For example, Penguin Tutoring also has a better way of guidance. It has produced pictures of admission notices and teacher introductions, which indicate the course name, outline, time, etc. The colors are bright, which makes it easier to attract users to view.

(2) Distribute information

After users join the group, in order to further improve retention and conversion rates, benefits are often given to users in the form of information. Generally speaking, there are two ways to send information, one is to get information by keywords, and the other is to get information by personal account.

The author has experienced the group operation of Ivy League Dad. They have one obvious difference from other players, that is, the way of sending information is different. After the user joins the group, they will notify that they can get different information, articles, lectures and courses by replying to different keywords. The effect is very good and improves operational efficiency.

Another most common way to obtain information through personal accounts is to facilitate user retention and direct conversion. Moreover, as long as the notification is timely, the loss from the group to the personal account is relatively low. For example, Penguin Tutoring and Gaotu Classroom remind new group users to obtain information and push personal business cards.

3. Conversion

During the training camp service phase, user conversion work can be carried out, such as promoting courses at the beginning, middle and end of the entire service cycle of the training camp; for classes, promotion is carried out at the end of each class; and in a short period of time after the end of the training camp, the final bombardment is carried out through one-on-one private chats, circle of friends scripts, telemarketing, etc.

Of course, on the basis of ensuring the effective utilization of the affordability of the training camp, you can also use pricing means to effectively increase sales, such as reminding customers to collect exclusive coupons, emphasizing the number of places left, and informing customers how long it will take for the price to increase.

Another approach is to combine customer testimonials, authoritative endorsements and group effects to maximize conversions. For example, Baby Plays English often posts short videos of students learning English in the group, and systematically introduces the course system and teacher backgrounds to attract parents to pay for registration. If users are guided to post payment screenshots in the group and shout slogans such as "I've purchased it", the conversion effect will be better.

The above may be too abstract, so I have summarized 8 specific transaction skills.

(1) Countdown + Order Sharing

Countdown is a commonly used means of conversion. The principle is to use the scarcity effect to create a sense of urgency and prompt users to take action. It is expressed in the form of posting countdown pictures or designing dynamic countdown clocks on marketing pages. In addition, combined with the countdown is to post screenshots of users purchasing courses, which can further enhance the sense of urgency.

(2) User certification

User certification is another common method that is suitable for many scenarios, such as landing page conversions. In the WeChat group environment, it is often manifested as inviting students to share the results of their course studies, or officially displaying students' learning outcomes and performance.

The author has seen their marketing account post many videos of children reading picture books and learning English according to course instructions in the Baby Play English group, and also invited one or two mothers of students to share their experience of learning the Baowan course in the form of text, which will undoubtedly significantly enhance credibility and increase the probability of conversion.

(3) Authority effect

The authority effect is to introduce the professional elements in the course, and is often used in the course recommendation part of the opening and closing ceremonies. The group owner will post a series of texts and pictures to tell group members that the teacher of a certain course is very professional, graduated from a prestigious university, and has a professional background, such as multi-faceted experts from world-class universities such as Oxford University and Durham University; that a certain course system refers to xx standards, xx scientific methods, is divided into xx levels, etc., in order to reduce users' decision-making costs, raise expectations, and promote conversions.

(4) Quiz with Prizes

The closing ceremony is the key link in conversion. If you can create momentum through a fun activity, it will be very helpful in improving conversion. Baobaowan English is an expert in this area. It often designs question-and-answer sessions with prizes at graduation ceremonies. The group owner throws out the designed interactive questions in sequence, and group members need to send messages to answer them. Those who answer more correctly can receive prizes.

(5) Limited-time group buying

Group buying is currently a marketing method that is effective and very suitable for group conversions. The effect will be even better when combined with scarcity marketing methods. The underlying logic is that team buying can minimize decision-making costs and make conversions take effect quickly. However, you may need to think carefully about price design. You cannot blindly design and lower the group purchase price, and try to ensure profit margins.

(6) Free gifts for course purchases

After the user has paid and placed an order, marketing design can also be carried out. This method is to give gifts when purchasing a course. The specific process is to use limited-time means to encourage users to place orders, and then guide buyers to post payment screenshots in the group, and reply with keywords to receive forwarding posters. Users can find the group owner with the forwarded screenshots or fill out questionnaires to receive the free benefits.

(7) Buried Points Chain

Inserting points means embedding links to the courses to be converted in all links that come into contact with users, such as welcome words, notification words, class reminder words, check-in words, etc., to attract users to place orders through high-frequency display. For example, a link is placed in the check-in words for students to copy. When each user copies the words and sends it to the group to check in, it is equivalent to increasing the exposure once. When many users post check-in words, it is easy to form a herd effect, thereby increasing conversions.

Another similar way of playing is the appointment chain. Simply put, the group owner counts the users who reply "registered/booked" and posts them to the group. Every time someone replies, the group owner posts once, adding new names each time, or the registered/booked users copy the script themselves and add their names to the group. The purpose is to make users anxious through high-frequency exposure and encourage them to pay actively.

(8) Anchor point + bonus + flash group + flash kill

The last one is a marketing gameplay combination, namely "anchor point + free gift + flash group + flash sale". Taking Penguin Tutoring's group conversion as an example, it once promoted the following flash sale: the course originally priced at 599 yuan was sold at a limited-time low price of 84 yuan on that day, and came with benefits such as one-on-one tutoring classes, special classes by famous teachers, and free shipping gift boxes; join the group to receive a limited number of 20 15 yuan coupons.

By analyzing this activity, we can find that first, the price anchor point (599 yuan is the anchor) is used to attract users' attention, then a list of gifts is listed to increase the sense of value (one-on-one, famous teachers, free shipping) to arouse users' desire to place orders, and finally the group flash sale (limited to 20 tickets) is used to prompt users to take action. The entire marketing logic is clear and smooth, and it is worth learning.

4. Dissemination

There are generally three forms of communication in training camps, namely check-in sharing, honor incentives and effect externalization.

Honor incentives mainly refer to issuing completion certificates and award certificates to students to affirm their attitude of persisting in learning. Users can satisfy their desire to show off. For example, the graduation certificate for the Novice Financial Management Training Camp at Changtou Academy will be very popular if it is beautifully designed.

Externalization of effects refers to the improvement in the results achieved by trainees after learning in the training camp. It is word-of-mouth communication and has a great relationship with the content of the product and the quality of service. For example, a special test h5 can be designed to display the user's learning level, competition ranking, special performance, etc., so that users can spread the word and satisfy their desire to show off.

However, honor incentives and externalization of effects are more suitable for training camp products that generate revenue. Most training camps still rely on check-in sharing to gain continuous exposure. The typical method is to forward check-in posters or links, and use check-in days, check-in quotes, and registration entrances as display materials to attract people around the students to join.

Of course, in addition to the regular check-in sharing, card replacement can also be used as a means of dissemination. For example, New Oriental Picture Book Library has designed a fission card replacement mechanism. If you miss checking in on a certain day, you can invite 4 friends to help complete the card replacement, which significantly improves the efficiency of attracting new users.

4. The three main purposes of online training camps

The author has a habit in operations, which is to ask why. This forces himself to answer the purpose of planning the event and also gives himself a reason to execute the event.

As a very effective conversion model, the purpose of the training camp also needs to be clearly thought out. Based on the author's observation and experience, the training camp has such a fundamental purpose: to concentrate traffic and achieve high-frequency conversion. It is mainly reflected in three aspects:

1. Efficiently and systematically develop users’ abilities in certain areas

The word "training camp" used to mean closed and concentrated in the offline environment. The purpose was to use a quiet environment to allow students or team members to concentrate and quickly improve their strength through systematic practice. It was an efficient and systematic way.

Online, the efficient and systematic characteristics of the training camp remain unchanged, except that the environment has become a community, the teaching method has become audio and video, and the practice method has been changed to mobile phone check-in.

Although the training camp is an excellent model, what can really attract user participation online is its theme. Generally speaking, the theme of the training camp should focus on cultivating users' abilities in certain aspects.

For example, Changtou Academy’s “Financial Management Training Camp” and “Stock Training Camp” focus on improving a specific investment ability, while Parent Help’s “Homework Management Training Camp” and “Focus Training Camp” aim to cultivate a specific learning ability.

2. Create a group effect to increase user stickiness and the chance of paying

Online training camps must be combined with communities because communities have group effects, which mainly include five aspects:

1. Facilitation effect: The group has the effect of promoting and improving the efficiency of its members;
2. Weakening effect: While groups can have positive effects on individual behavior, they can also have negative effects;
3. Convergence effect: Under the effect of group norms, individuals narrow the gap and tend to have the same opinions, views and behavioral tendencies;
4. Bandwagon effect: the phenomenon that individuals change their views under group pressure and keep consistent with other group members in opinions and behaviors;
5. Degeneration effect: The tendency for individuals to work less effectively in a group than when working alone.

The above five effects are the key factors for activating and converting users in the training camp model, and are also the reasons why members in the community are required to check in, discuss, and other actions.

For example, allowing users to share screenshots of their check-ins in the group utilizes the convergence effect; allowing students to ask questions proactively utilizes the encouragement effect; and showing off children’s learning achievements to each other in the group to influence other users’ purchasing decisions utilizes the herd effect.

3. Create professional content to reduce user decision-making costs

The training camp is an efficient and systematic way of learning, and its content is also professional. This specialization is reflected in two aspects.

First, the teacher must be professional. The teacher must be an expert or a big shot in a certain field. For example, the teacher of the Shiji intensive reading class taught by Shidian Reading is a master's degree holder in history from a prestigious university. He has a strong professional background and is easy to convince people.

The second is the professionalization of the system. Before the user formally registers, it is perceived through the presentation of the system. The more systematic and reasonable the course system is, the greater the possibility that the user will pay.

For example, the efficient homework training camp of the Parent Help demonstrates the "Four Authoritative Tests + Eight Ability Training", so that parents can fully understand the value of the course and know that their children's homework problems can be truly solved. Under such psychological effects, they naturally tend to pay.

In fact, reducing user decision-making costs through content professionalization is based on the logic of the use of the "authoritative" elements among the six elements of influence. Its essence is the transmission of trust, which is to transfer the nature of authority "own trust" to the product, thereby affecting user psychology.

Therefore, in general, by efficiently and systematically cultivating user capabilities, utilizing group effects to high probability conversion, and creating professional content to reduce decision-making costs, these three points determine that the training camp model must exist as an effective tool for converting users.

OK, this is the "manual" of the online training camp that the author has sorted out. I hope it can make everyone understand and help.

above.

Author: Dugu

Source: Wild Operation Community