Virtual presentation skills

Where should you start to improve your virtual presentation skills?

Start by answering three questions: What will participants understand by the end of the presentation, how much time do you have, and what content will you show on screen? Structure your delivery around that goal, and treat accessibility and technical preparation as part of your presentation plan. Most of the suggestions in this guide are practical planning tips; the features and menus available may vary depending on the platform you use.

Set your goal, timing, and ways to participate

Write the purpose of your presentation in one sentence: “What will participants be able to explain or do after this presentation?” If you have multiple goals, consider removing those that do not fit your time or moving them to follow-up materials. Think in advance about what participants already know about the topic and how they can share questions or comments.

Available options may vary depending on the presentation platform and meeting settings. In your own session, check the invitation link, microphone and audio settings, screen sharing, caption options, and how participants can ask questions. Do not assume that a feature is available in every account or session. If you plan to use captions or an interactive tool, confirm its settings and how participants will access it before the presentation; if that is not possible, identify another way to make your presentation clear.

Prepare accessible slides and materials

Try to present one main idea on each slide, use clear headings, and reduce unnecessary text or visual clutter. Use strong contrast between text and background; do not rely on color alone to convey meaning in charts. If you share an image, chart, or diagram, explain what it shows aloud as well.

Aims Community College’s virtual presentation accessibility guide recommends high contrast (aiming for a 4.5:1 ratio), simple slides, verbal descriptions of visuals, captions, and multiple ways to participate. The guide also recommends sharing accessible materials at least 48 hours before the presentation (Aims Community College guide). Use these points as a checklist, adapting them to your presentation and your institution’s requirements. If you send materials, confirm that participants can open the file and that essential information is not conveyed only through visuals.

Adapt your delivery for the screen

Participants may be trying to follow the shared content while listening to you. When moving to a new section, tell them what you are about to show; when referring to a chart, identify the relevant area and explain the takeaway aloud. Rather than reading slide text from beginning to end, explain the main idea in your own words and pause briefly between information-dense sections.

Offer options such as spoken responses or chat for questions and contributions, and consider whether the tools you use are accessible to participants. If a question comes in through chat, summarize it aloud before answering. Do not treat camera use as the only sign of participation; leaving the choice about camera use to participants is consistent with the inclusive presentation recommendations in the Aims guide.

Technical rehearsal and a plan for disruptions

During your rehearsal, test the invitation link, your audio, screen sharing, and the files you plan to show. Check what appears on screen while you are sharing; consider closing windows unrelated to the presentation and turning off notifications that might be distracting. If possible, rehearse using the device and connection you will use for the presentation. These are practical preparation steps; they do not mean that you need a particular extra device or paid account.

Decide in advance what you will do if you have a connection or screen-sharing problem: options include telling participants you will reconnect, keeping a shareable copy of your slides ready, or preparing a brief summary you can present without screen sharing. ASU’s Zoom teaching guide recommends testing audio, video, and equipment in advance, and considering alternatives such as joining by phone if connection problems arise (ASU Zoom teaching guide). These recommendations are from the Zoom guide; do not assume that other platforms offer the same options.

A concrete example: a five-minute project update

Hypothetical scenario: A team member will give a project update during an online meeting in five minutes. The goal is for the team to understand the work completed, the current obstacle, and the next decision.

• Slide 1 — Goal: The project name and the scope of the update. Set expectations at the start by saying, “I’ll cover three points today.”
• Slide 2 — Status: Show completed and ongoing work under separate headings. Explain any important change briefly and clearly.
• Slide 3 — Obstacle: Show the problem and its impact with a simple diagram or short text. If you use color, label the categories and explain the distinction aloud as well.
• Slide 4 — Next step: State the decision or input needed as a clear question. Explain how participants can respond.

During rehearsal, time yourself and check whether you can convey the main idea of each slide in one sentence. The five-minute duration and this slide sequence are a hypothetical planning example, not a feature of any particular platform.

Troubleshoot and assess the outcome

If the slides are hard to follow: Summarize the main heading and takeaway aloud; for your next presentation, consider simplifying the text and making the chart description clearer.

If the audio is unclear: Check the selected audio source and microphone settings on the platform you are using. If possible, make a short test recording and listen to it; remember that menu names may vary by platform and version.

If no one participates: Ask a single, easy-to-answer question related to the presentation goal. Invite responses aloud or through another channel you have decided on in advance.

After the presentation, note whether you communicated the goal, stayed within the allotted time, and whether technical problems affected your delivery. If you want feedback, you could ask questions such as “Which section was clearest?” and “What could I have explained more clearly?” For a post-presentation review, see examples of constructive feedback; if you are preparing a presentation in an academic context, see the academic presentation skills guide.

Final checklist

• The presentation has a clear and realistic goal.
• The slides are simple, and the main message of visuals can be explained aloud.
• Audio, the invitation link, and screen sharing have been tested in advance.
• If captions and participation tools will be used, they have been checked in the session and an alternative has been considered.
• There is a practical plan for connection or screen-sharing problems.
• A criterion has been chosen for assessing the presentation afterward.

Frequently asked questions

Is turning on the camera required for virtual presentation skills?

No. Camera use depends on the meeting setup and personal preference. Prioritize clear audio, an organized delivery, and alternative ways to participate.

How many times should you rehearse a presentation?

There is no single number that works for everyone. Rehearsal serves its purpose when it helps you check the timing, slide transitions, audio, and screen sharing. If you notice a problem, rehearse the section that needs work again.