A high-conversion live class can bring hundreds of thousands or millions of revenue to an organization. Whether it is a teacher who has just transitioned to online or an institution that has been doing online education, many teachers want to know how to teach a high-conversion live class.

If you are also interested in live streaming classes, or have encountered troubles in this regard, I hope today’s sharing will inspire you. I also hope to be able to organize the content into SOPs and create materials similar to a practical manual for drainage courses for reference by those in need.

If you have any questions or opinions about the development and operation of online courses, we look forward to discussing with you.

01 What did high-conversion traffic-generating courses do right?

When it comes to traffic-generating courses, some people say that the conversion effect of live traffic-generating courses depends on the talent of the teacher and the teacher's free play. If you want a high conversion rate, then invite several teachers to try out the lessons, and then choose the teacher with the best conversion effect for long-term cooperation.

However, based on our experience in helping many teachers and institutions transform from scratch to online, we have used professional methods to systematically sort out and polish the lead-in courses, and continuously optimized and iterated on many aspects, from planning, transcripts, trial classes to mentality, and the conversion rate of lead-in live courses has indeed been greatly improved.

So I think that the teacher's talent is not the only factor that determines the conversion rate. The operating procedure SOP of the lead-in course can help us greatly improve the conversion effect, and standardization is our only way to ensure the stability of course quality and conversion effect .

Therefore, if we want to give a good live class that generates high conversions, we should not just talk about whatever we want to talk about, or talk about it the same way we talk about it offline, nor should we mechanically follow the process, thinking that it is enough to just talk about the general links and go through the motions.

This is the biggest difference between a novice and one who uses professional methods to design lead-in courses. One is random, stays at the primitive workshop operation, and relies on luck; the other is well prepared, is a modern formal factory, and can guarantee stable and continuous course effects and conversion rates.

If you think about it carefully, mature offline open courses will go through many rounds of teaching, research and polishing. How can online traffic-generating courses have good conversion rates and good reviews without being polished? Maybe in this case, the lecturer himself cannot explain the reason for the decreasing number of online users and the low conversion rate.

So what should be the correct way? The first thing we need to adjust is our understanding of live classes. It must be made clear that the live broadcast class for attracting traffic is not a one-hour casual performance by the main teacher, but requires the course research, operation team and the teacher to work together to systematically polish and produce course products using professional methods , and use professional techniques to do professional things.

Secondly, in actual operation, it is necessary to use professional methods to systematically polish the traffic-generating courses, so that the live traffic-generating courses can become a mature course product. How to do it specifically? Below I will share with you the practical process of live-streaming courses that we commonly use when developing courses with our partners.

02 The whole process of attracting live classes

A live streaming class for attracting traffic lasts about two weeks from preparation to final review, and is mainly divided into three stages: pre-class preparation, in-class teaching design, and follow-up order review.

(1) Pre-class preparation period

This includes topic planning, material preparation, and packaging promotion, with the goal of attracting the most targeted audience and making good preparations for course sales .

(2) In-class teaching design period

It includes seven links: content structure design, main content of the course, teaching method polishing, marketing embedding, teacher personal charm, conversion interaction design and process transcript. The main purpose is to ensure course experience, teaching effect and sales conversion effect through teaching and course design .

There are two points we need to make clear:

1. Sales promotion is not just an advertisement or price reduction at the end of the course. Sales promotion should be implemented throughout the course.
2. The underlying logic for successfully selling a course product is to understand and meet user needs, to win sales and achieve a win-win situation, rather than promoting and selling the course. In the next part of today’s article, we will share in detail how to design in class.

(3) Order chasing and re-trading period

It includes community follow-up, one-on-one follow-up and iterative review. The main purpose is to guide high-intent students who did not buy courses during the class, complete the conversion through community and one-on-one methods , and finally review the overall effect, and continuously iterate and optimize the process and details of the course.

During the specific preparation, some steps can be carried out simultaneously: Generally, after the main teacher, theme, and outline of the lead course are determined, you can start making packaging materials for promotion. The publicity cycle is 3-7 days. During this promotion period, you can simultaneously carry out course content design and material preparation. This arrangement will be more efficient.

03 No.3 13 key links that determine conversion rate

Before sharing the specific operations, let me share a real case with you as a warm-up: The head of an online organization read our article and said he must fly to Guangzhou to talk to me in person. When we met, we learned that this institution's courses mainly focus on medication safety, including medication for common childhood diseases, medication for common diseases among mothers, etc. They have a basic fan base on their public accounts and millions of followers on Weibo. The problem they are facing now is that they don’t know how to monetize their fans. Why is the purchase rate of their full-priced courses low and the results are far from expectations?

I learned about their operation process. First, they posted on the official account to attract traffic to low-priced courses priced around 19.9, with 2,000 to 7,000 people signing up for each course. Then the teacher went straight to class on time, rarely mentioned the regular price class, and did not create a community. The most important thing is that the regular-priced courses were not available when I took the class. A few days after the course ended, a full-priced course that was not very relevant to the topic of the lead-in course was prepared. After it was launched, they found that no one bought it, so they were very confused.

After listening to this, experienced agency heads will definitely know where the problem lies - this process first needs to be reorganized. The lead-in courses have all been completed, but the regular courses have not yet been released; and the topics of the lead-in courses have nothing to do with the regular courses. Imagine that I attended one of your classes on clothing matching and after the class, you asked me to buy a full-priced course on new media operations. Do we need to adjust the topic of the class? In addition, is it necessary to design a good foundation for sales conversion of full-priced courses in the course so that the course transactions can be completed naturally?

This part of the content is the key link that we will elaborate on next. From the planning of the lead-in course to the class and post-class review process, we have extracted 13 key links that determine the conversion rate for your reference.

Next we will divide the discussion into three parts: how to prepare before class, how to design during class, and how to follow up after class. I believe that as long as this process is done well, the conversion rate of the lead-in course will be greatly improved.

1. Preparation

First of all, our pre-class training mainly includes three aspects: topic planning, packaging promotion and material preparation.

(1) Topic planning

There are four important steps in topic planning:

1. Reverse the legal drainage course users and topics
2. Refine the alternative topics by effects, rigid needs, groups and scenarios
3. Market research verifies potential of alternative topics
4. Determine the topic of the lead-in course based on your own situation

First, reverse the legal drainage course users and topics

First of all, our lead generation course design must be designed from the end to the beginning. That is to say, we first determine the course system and the theme of the full-priced course, as well as the target population, and then determine the target population and theme of our lead-in course based on this full-priced course.

This is the "reverse thinking method" in our lead-in course design. We must clearly understand that the lead-in course serves the conversion of the full-priced course. Only by working backwards from the "end point" of the full-priced course to the starting point of our lead-in course can we ensure the relevance and logic of the content of the lead-in course and subsequent full-priced courses, thus avoiding the problem of disconnection between the themes of the full-priced course and the lead-in course in our previous cases.

So when it comes to choosing topics for low-priced courses, from which directions can we think about courses that are more attractive and transformative?

Second, refine the alternative topics by effects, rigid needs, groups, and scenarios

Here I would like to share 4 tips with you. When we get a topic for a full-priced course, such as a writing course, we can think about how to set up the corresponding drainage course from 4 aspects: effect, urgent need, crowd, and scenario.

For example, effectiveness courses are methodological courses that achieve certain learning effects, such as "1 Hour to Teach You How to Quickly Improve Your Writing Skills". This type of course is aimed at a wide audience, and the course content is generally a collection and arrangement of the methodology of subsequent full-priced courses, giving students the direction to solve an urgent problem within tens of minutes.

Usually, this kind of course also incorporates a lot of value elements. For example, a clothing matching teacher can say "there are no ugly women, only lazy women" and other value guidance. Once the students accept your values ​​and methodology, they will naturally be willing to learn further, thoroughly master the implementation, and truly improve themselves.

To give another example, through scenario refinement, we can break down the content of this full-price course and select one of the scenario-based skills as a separate lead-in course. For example, for clothing matching, we can choose travel outfits and workplace outfits; for writing, we can choose WeChat Moments copywriting, new media writing, etc.

In short, for any full-priced course, we can think from the above four directions and find a course direction that is relevant to the topic and has great appeal to users. With a topic design like this, whether it is on the course platform or to attract our own fans to sign up, the conversion effect should be good. Choosing the right topic will lay a good foundation for subsequent conversions.

Third, market research verifies the potential of alternative topics

In the third step, we can verify the topic selection through market research to see how the enrollment conversion effect of similar topics in other platforms or institutions is, and finally decide on the topic selection that is suitable for our own lead-in courses through data comparison.

Of course, if time permits, the scope of the topic investigation can be expanded to competitor platforms, other non-course content platforms with the same user groups, books, e-commerce and other platforms with the same user groups. This process is very helpful for us to do multi-dimensional data verification and can even help us to innovate in topic selection.

Fourth, determine the topic of the drainage course based on your own situation

Finally, we need to determine the topic of the drainage course based on our own situation. That is to say, we need to consider three aspects at the same time: the relevance of full-priced courses, market demand and our own advantages. The topic that meets all three requirements is the most suitable one for our traffic generation course.

Okay, in the topic planning section, the most critical link is to emphasize again: when designing a lead-generating course, we must first determine and offer the full-priced courses, and then we will offer lead-generating courses to make corresponding conversions, rather than putting the full-priced courses up after all the lead-generating courses have been offered, and then asking everyone in the group why no one buys our full-priced courses? It's normal that no one buys it like this! This order must be paid attention to.

(2) Packaging promotion

After the course is set up, it can be put on the shelves and promoted. Before putting it on the shelves, we need to make a course packaging, which is the course header image and details page.

This is relatively easy to do. Let me briefly share it here. The course details page needs to include at least 6 parts, namely pain point introduction, course outline, teacher introduction, who is suitable for listening, and student evaluation.

We won’t say much about the course promotion part. Platform traffic, community traffic and social platform traffic all need to be effectively mobilized.

(3) Material preparation

Before the class starts, the last step of preparation we need to do is to prepare the materials needed for the class. If you want to do your work well, you must first sharpen your tools. As the saying goes, sharpening the knife does not delay the chopping of wood, so everything from teachers to venue layout, courseware, registration link, etc. need to be prepared in advance.

I made a list of our partners:

1. Teacher: Formal dress and makeup, first sight effect!

Venue and lighting: The venue should be quiet and the live broadcast background should be clean and comfortable; choose professional lighting;

Live broadcast tool: Download and test the live broadcast assistant in advance, and make sure the computer is connected to a power source;

Microphone: Low-end headphones, high-end professional microphone;

Courseware: PPT, transcript, case materials, etc.

Links: teaching assistant QR code, course link, coupon link, homepage link, etc.

Teaching assistant: liven up the atmosphere, answer common questions, and summarize key points of the course content;

Guidance copy: Guidance copy for joining the group, guidance copy for registration of regular-priced courses;

These things are rather trivial, so you can take your time to prepare during the course promotion period.

2. In-class design

This part is the key link of our current traffic generation course design: How should the traffic generation course content be designed to achieve high conversion?

Based on previous experience in traffic-generating courses, there are 7 points that are very important and have a critical impact on conversion results.

Some teachers said, there are so many things to learn, I can’t finish them all at once!

So today, I will share with you four introductory and particularly important points, namely content structure, main content, teaching methods and marketing points. If you do these four points well, I believe the conversion rate of your lead-in courses will be greatly improved.

(1) Content structure

The content structure is the skeleton of a course. We need to set the framework first and then fill it with specific flesh and blood. With a grasp of the macro direction, the course will not easily be distorted.

You can take a look at this chart. The time allocation for this course is the time ratio summarized by teachers with good conversions on multiple online platforms and by extensively referring to the time allocation of courses with high conversions in offline open courses.

——70% of the time must be used to teach the core content of the course. The opening and ending time of the course each account for 5%, and the conversion time and interaction time each account for 10%. This time ratio is the most scientific. No matter whether your low-priced class is 40 minutes or 1 hour, you can design your course content according to this ratio.

Of course, there is a little tip, which is to enter the live broadcast room 15 minutes in advance. This is very important for us to achieve a good conversion. Why?

Because we can use the 15 minutes before class to make comprehensive preparations for the subsequent transformation.

The first one is our welcome message, telling everyone how long the course will start, welcoming everyone and reducing user churn.

Secondly, upload the basic courseware, prepare the guiding words for joining the group, the limited-time discount link and guiding words for the full-priced courses. The teaching assistant can be ready to liven up the atmosphere in the live broadcast room, and then guide people to join the group and sign up for the high-priced courses.

Therefore, if we use the 15 minutes before class well, we can prepare for the next class without being too busy.

Third, when warming up the course, you can ask students about their occupations, interests, grade and other background information, which will help us understand the students in advance, explore the needs behind the users, and lay the foundation for subsequent conversions.

What we just talked about was more about the allocation and design of course time. What should we do in terms of content?

(2) Main content

In terms of content mainline design, it is recommended to develop in the order of pain point scenario introduction - endorsement by famous teachers - subverting cognition - solution - course promotion - triple fact proof - course features - course promotion - internet trolls answering questions - ending.

The logic behind this is: arouse interest in continued listening - stimulate desire - build trust - eliminate doubts - create urgency - close the deal. If we want good sales conversion results, the content we talk about can change, but the underlying logic cannot change.

In terms of content design, here I would like to introduce to you a key method, AB version testing. This method is often used in our fields of technology, experiments and marketing, but is rarely introduced in course design. It means designing at least two teaching ideas, promoting and testing them, and then choosing the one with the best conversion rate.

This method is very similar to when we write tweets. If teachers have experience in writing tweets on top platforms, they will know that before a course tweet is published on the headlines, it must first be tested on a small account with fewer fans or on the tail account for data. If the data is good, then the resource can be placed in a position with a higher reading volume. If the data is not good, then the tweet needs to be optimized, iterated, or rewritten.

Our sales conversion courses are the same and require testing of multiple versions of data. Generally speaking, the first version of the data is particularly good, and the chance of finding no room for optimization is relatively small.

(3) Teaching methods

Once we have determined the main content of the live course, the next step is to optimize the teaching presentation.

No matter what the course is, we need to ensure the teaching experience and effectiveness, and only on this basis can we talk about marketing conversion and referrals.

Online courses are different from offline courses. When we switch from offline to online courses, my advice to everyone is to be good at using cases, practical demonstrations and interactions to enhance teaching effectiveness. Teaching methods are a very important link, and there is a lot of content when expanded. Due to limited space, we will share it in detail later.

(4) Marketing points

Finally, we come to a point that many teachers are concerned about: why do some course design students like what they hear and are willing to sign up for our mid- to high-priced courses after listening?

Some teachers think that I should talk about the essentials as much as possible. Once students feel the essentials of the course, they will sign up for medium to high-priced courses. This is actually a rather one-sided statement. The practical content is the theme and core of our courses. Without this part, the course will definitely not get good reviews. However, this part alone is not enough to arouse students' interest in signing up for mid-priced and high-priced courses. So how do we do it?

This is the design of the marketing line in our course. In the traffic generation course, there are 6 key marketing points that can be optionally implanted.

1) Opening remarks

First of all, at the beginning of the course, the teaching assistant can show the full-priced courses. Rather than suddenly and unpreparedly starting to promote the course at the end of the course, it is better to include a sentence and a course link at the very beginning, at the end of the welcome copy, so that everyone can have an impression of the full-priced course, which is more conducive to subsequent teachers to make conversions.

2) Explore demand

Secondly, at the beginning of the course, we can ask students about their occupations, interests, reasons and other background information, which will help us understand the students in advance. This will help us understand the hidden needs behind the user portraits of students, introduce the selling points of the courses in a more targeted manner, and improve subsequent course conversions.

3) Professional Trust

In addition to the teacher’s self-introduction at the beginning of the course, professionalism is reinforced through various headings and endorsements. I would like to share with you two particularly effective methods of building trust with users.

First, the content of the teacher’s low-priced course must not be very difficult. It is best to have some knowledge points that are a little challenging but with a little skill, which can be immediately understood through the teacher’s teaching . These are what we call “hit the nail on the head” knowledge points.

After studying the course, students will immediately understand an important problem that they had never understood before. They will first think that the teacher is very capable and feel good about themselves. If the teacher adds a word or two of encouragement, the students will be particularly happy and feel that they have gained a lot. This is one of the methods of shaping professionalism.

Secondly, we need to introduce some learning difficulties. Why? In fact, the purpose of implanting difficult points is not to undermine students’ confidence in learning, but to prevent most students from thinking that they are already great and do not need to learn anymore after understanding the above questions.

If this is the case, students will feel there is no need to continue learning, so you must set one or two difficult points in the course content. These one or two difficult points should be related to the subsequent full-priced courses. When students feel they don’t understand, you can tell them to join the community or sign up for full-priced courses. Setting difficult points will not cause students to lose confidence.

4) Study the map

Another technique to increase our conversion rate is the learning map, which is to tell students what steps are needed to systematically learn the content of a certain field, and then tell students that low-priced courses are only part of the methodology, and the following mid-priced and high-priced courses are the key content of systematic learning. What are these key contents? If everyone wants to truly progress and improve, they need to make progress and improvement in the full-priced courses together with the students in the community.

5) Importance

It is not enough to just tell students what they need to learn. They also need to be told the importance of mastering these contents. The benefits of learning, the effects and achievements achieved can be demonstrated through examples of outstanding students. The disadvantages of not learning can also be illustrated through examples of opportunities missed due to not learning, thereby highlighting the importance of taking regular courses.

6) Answering questions from the navy

Prepare some questions that students may ask in advance, and help them ask and answer them in class. These questions can be designed in accordance with consumer psychology.

So, you see, our conversion process runs through the entire free live class and is not limited to the beginning and end of the course. For each of the above marketing points, we can explain to you via voice about joining the community or signing up for full-priced classes with the teaching assistant.

3. After-school follow-up

After we have designed the transition points in the course, the next step is the ending and transition of the course.

In my experience, the end of an online course usually includes a course summary, homework assignments, a preview of future course content, and a large section recommending subsequent courses, followed by our community order follow-up session and course review.

Here, I would like to emphasize the section that guides everyone to buy courses.

How can we guide students to purchase courses?

Let me give you an example:

You can say: Because time is limited today, we have developed a series of courses on the systematic solution to topic... Because students have been calling for it, you can join the community to consult the teaching assistants and sign up. Today, for the students who have attended the course, in order to reward everyone for their positive learning attitude, we are specially providing 40 coupons worth 30 yuan as learning benefits. You can click on the link in the live broadcast room to receive the coupons. Please note that the deadline is 12 o'clock tonight, so students who continue to study must hurry up and sign up. After registration, send the screenshot to the study group. The teaching assistant will add your WeChat and send you a copy of the study materials.

This is a better way to introduce the full-price courses.

04 Four Self-cultivations of High-Conversion Teachers

After reading so many marketing techniques above, many teachers said that they were great and I can quickly convert my fans.

What I want to remind everyone here is that you must learn to be a long-termist! !

What does this mean? Some teachers think that since designing live courses in this way can achieve high conversion rates, then I will work hard on writing scripts and making promises, regardless of whether my full-priced courses can have such effects after completing the course, and whether the promotion in class is in line with the cognitive learning rules of this subject.

Customers acquired through excessive promises will come together due to misunderstandings and separate due to understanding, making it difficult for you to make money continuously.

If the teacher's first reaction to the above marketing point is that he doesn't know what to say, then this proves that the teacher may not understand the students well enough, does not understand his own subject well enough, and has not done enough course research. Because the underlying logic of these marketing points is the understanding of users, the understanding of subjects and the underlying logic of the overall course design.

These are also the four self-cultivations that a teacher of a lead generation course needs to constantly do, because teaching a good lead generation class actually tests a lecturer's overall abilities more than a regular class.

The four capabilities are:

1. Understanding of users: What scenarios or needs stimulate them to learn? What is their purpose of learning? What are the difficulties in the learning process? When is it easiest to give up?

Understanding of the subject: Behind every subject there is an extended value map. Some hard pen calligraphy teachers think that what they teach is just a mechanical skill. This cognition is very biased and they fail to see the broader value behind it: for example, calligraphy is a process of cultivating good habits, patience, self-discipline, muscle development, getting good grades, cultivating aesthetic literacy, and cultivating sentiment. In short, the scenery that the teacher can see can only be seen by students standing on the teacher's shoulders. Secondly, what stages and steps are required to learn this subject well, and how can we help students better master these steps? How do other teachers teach? Do you have any unique methods that can achieve better teaching results?

Understanding of sales and sales meetings: Have sales ability, know how to mobilize user interest through pain points and scenarios, accurately grasp user needs, and use a variety of methods to build trust. At the same time, be able to maintain a high spirit during the class and use online sales skills to quickly complete the conversion;

Personal charm: Having profound experience and wisdom, upright values, own personality and characteristics, and being able to provide visionary and well-founded suggestions for user growth.

Many times, we have enough understanding of users and enough confidence in our products to have the confidence to promote them externally. If our course products have not been polished yet, then I suggest not to rush, but to polish your own courses first.

Of course this process is slow. Why do I know? Because that’s what we do. Although we are moving a little slowly, the conversion and traffic courses offered by the teachers and institutions we cooperate with have 40,000 students enrolled, and the paid knowledge courses we developed have sold over one million copies. Just like the teachers I used to serve, their online course revenues were in the millions or tens of millions, and they all have results. Time will prove that the efforts behind it are worth it.

Finally, I would like to share with you my experience in conducting a lead generation course. The sales conversion effect of a lead generation course has four levels:

The first level is sales promotion . No matter what the user's problem is, the course is directly promoted, hoping that the user will accept the course through repeated sales talk.

The second level is sales promotion . When they find that sales promotion is useless, they hope to use bargaining promotion to make deals in class.

The third level is marketing , which is to understand the pain points of users in learning, emphasize the advantages of regular courses, and provide systematic solutions to solve the problems.

The fourth level is winning sales , which means truly standing in the user's perspective, thinking about the long-term interests and best development strategies for the user, and providing the most appropriate solutions to achieve a win-win situation.

Therefore, effective sales conversion is based on understanding users and providing effective help to them! !

Okay, that’s all for today’s sharing. If you feel you have gained something, you are welcome to share and comment. Thank you!

Author: Deng Chengting

Source: Chengtangshuo