Academic Synchronous eLearning vs. vs. Traditional Frontal Teaching - Students’ Achievements and Attitudes Academic Synchronous eLearning vs. vs. Traditional

Academic Synchronous eLearningAcademic Synchronous eLearning vs. vs.

Traditional Frontal Teaching - Traditional Frontal Teaching - Students’ Achievements and AttitudesStudents’ Achievements and Attitudes

Business SchoolBusiness SchoolCollege of Management-Academic StudiesCollege of Management-Academic Studies

[email protected]@colman.ac.il

D. Bregman, G. Keinan, A. Korman, Y. RaananD. Bregman, G. Keinan, A. Korman, Y. Raanan

Preface and ObjectivesPreface and Objectives Introduction:Introduction:

Our Digital WorldOur Digital World Simulation and Business GamesSimulation and Business Games “ “Business Game” CourseBusiness Game” Course eLearningeLearning

MethodologyMethodology ResultsResults ConclusionsConclusions

ObjectivesObjectives Assess achievements and perceptions of Assess achievements and perceptions of

students who attended the “Business students who attended the “Business Game” course in a traditional classroom, Game” course in a traditional classroom, compared with students who attended it compared with students who attended it via a synchronous distance learning via a synchronous distance learning system.system.

Expand advanced teaching and learning Expand advanced teaching and learning methodologies at COMAS’ School of methodologies at COMAS’ School of BusinessBusiness

Assess the efficiency and effectiveness of Assess the efficiency and effectiveness of technology-based communication, from technology-based communication, from students’ point of view.students’ point of view.

Our Digital WorldOur Digital World

UbiquitousUbiquitous computingcomputing

Virtual WorldsVirtual Worlds

8


UbiquitousWebster:

--existing or being everywhere at the same time : constantly encountered

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Mark WeiserMark Weiser: : the father of ubiquitous the father of ubiquitous

computingcomputing• Researcher in the Computer Science Lab at Xerox’s PARC (Palo Alto Research Center)

• First articulated the idea of ubiquitous computing in 1998

•Has called UC “…highest ideal is to make a computer so imbedded, so fitting, so natural, that we use it without even thinking about it.”


Virtual WorldsVirtual Worlds

15 Dudi Bregman, PhD

Virtual RealityVirtual RealityVirtual RealityVirtual Reality

Virtual WorldsVirtual WorldsVirtual WorldsVirtual Worlds

Management and Decision-MakingManagement and Decision-Making

Simulation SystemsSimulation Systems

Simulation GamesSimulation Games

• HospSimHospSim• SimcitySimcity … …

Serious GamesSerious Games

• BusinessBusiness• ManagementManagement• WarWar … …

((SimulatorsSimulators))

Reality and Reality and ModelsModels

RealityReality ModelModel RealityReality

Training, Instructions and EducationTraining, Instructions and Education Performance EvaluationPerformance Evaluation Operations ResearchOperations Research Alternative EvaluationAlternative Evaluation Feasibility Study of Future SystemsFeasibility Study of Future Systems

SimulationSimulationSimulationSimulation

Better understanding of systemsBetter understanding of systems Early identification of potential Early identification of potential

problems Alternative Evaluation using problems Alternative Evaluation using Sensitivity AnalysisSensitivity Analysis

Performance improvement and Performance improvement and assuranceassurance

Understanding and Dealing with Understanding and Dealing with Complex SystemsComplex Systems

Simulation - Simulation - AdvantagesAdvantagesSimulation - Simulation - AdvantagesAdvantages

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Lack of optimization capabilitiesLack of optimization capabilities Accuracy of data input is crucial for Accuracy of data input is crucial for

reliable results reliable results No “Out of the box” solutionsNo “Out of the box” solutions Provides Information rather than AnswersProvides Information rather than Answers Unable to simplify complex systemsUnable to simplify complex systems

Simulation - Simulation - ChallengesChallengesSimulation - Simulation - ChallengesChallenges

Trainee and Trainee and computercomputer

Teams and Teams and computercomputer

Trainees, Trainees, instructors and instructors and computercomputer

Simulation in Training and Simulation in Training and EducationEducation

Simulation in Training and Simulation in Training and EducationEducation

"Business Game " Course"Business Game " Course"Business Game " Course"Business Game " Course

An interdisciplinary course, obligatory for An interdisciplinary course, obligatory for undergraduate students at the school of undergraduate students at the school of Business, elective for MBA students.Business, elective for MBA students.

Student-teams simulate a management group Student-teams simulate a management group of a commercial Hi-Tech firm.of a commercial Hi-Tech firm.

Decisions address the diverse operation of a Decisions address the diverse operation of a business: accounting, marketing, finance, business: accounting, marketing, finance, HRM, manufacturing, resource planning, HRM, manufacturing, resource planning, International activity and more.International activity and more.

8 periods )weeks( represent four years in a 8 periods )weeks( represent four years in a company’s life.company’s life.

The game simulates reaction of a competitive The game simulates reaction of a competitive market to different prices and perceived market to different prices and perceived value of goods and services offered by the value of goods and services offered by the competing teams. competing teams.

"Business Game " "Business Game " CourseCourse


Each team )representing a firm( is a group of Each team )representing a firm( is a group of 3 – 5 members.3 – 5 members.

Performance points )reflecting 40% of the Performance points )reflecting 40% of the grade( are based on a few factors:grade( are based on a few factors: ProfitabilityProfitability Matching supply to market demandMatching supply to market demand Financial ratiosFinancial ratios Consistency between decisions and Consistency between decisions and

strategystrategy Business ethicsBusiness ethics The way each firm is evaluated by different The way each firm is evaluated by different

stakeholders.stakeholders.



Encounters of all Encounters of all kinds…kinds…


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Plenary SessionsPlenary Sessions Introduction, game rules, assignments, materials Introduction, game rules, assignments, materials Strategic managementStrategic management Alternative evaluationAlternative evaluation Financial ManagementFinancial Management Decision Domains, alternatives and consequencesDecision Domains, alternatives and consequences Performance evaluation and market research Performance evaluation and market research

studiesstudies Consultation meetings with staff membersConsultation meetings with staff members Team meetings – decision making and assignmentsTeam meetings – decision making and assignments



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Technology-Intensive Technology-Intensive CourseCourse

Technology-Intensive Technology-Intensive CourseCourse

eLearningeLearningeLearningeLearning

eLearning – Teaching eLearning – Teaching MethodologiesMethodologies

eLearning – Teaching eLearning – Teaching MethodologiesMethodologies

Abolishes the location )and even time( Abolishes the location )and even time( boundariesboundaries

Ancient )Asynchronous(, recently rejuvenated Ancient )Asynchronous(, recently rejuvenated by the Internetby the Internet

Allows different teaching methods – Allows different teaching methods – Synchronous, Asynchronous and blended. Synchronous, Asynchronous and blended.

Asynchronous Learning – materials are Asynchronous Learning – materials are accessible 24×7, using LCMS )Learning accessible 24×7, using LCMS )Learning Content Management Systems(Content Management Systems(

Synchronous Learning – Online sessions, both Synchronous Learning – Online sessions, both lecturer and students are online using lecturer and students are online using dedicated applications.dedicated applications.

eLearningeLearningeLearningeLearning

Students and staff are connected online. Students and staff are connected online.

Students hear the lecture, and watch the Students hear the lecture, and watch the

course’s materials on their computer screen.course’s materials on their computer screen.

The eLearning application allows students to The eLearning application allows students to

ask questions, send notes, and record the ask questions, send notes, and record the

session.session.

Application sharing mode is used to Application sharing mode is used to

demonstrate almost anything.demonstrate almost anything.

““Over the shoulder” mode allows the Over the shoulder” mode allows the

moderator to remotely access a student’s moderator to remotely access a student’s

computer for assistance and demonstration.computer for assistance and demonstration.

eLearning – Synchronous eLearning – Synchronous sessionssessions

eLearning – Synchronous eLearning – Synchronous sessionssessions

Developed by Interwise in Israel )later Developed by Interwise in Israel )later acquired by AT&T(acquired by AT&T(

Frequently used for intra-organizational Frequently used for intra-organizational communicationscommunications

Video supportVideo support Features various level of communication:Features various level of communication:

One-to-one )meeting(One-to-one )meeting( Extended meeting Extended meeting Class sessions Class sessions Mass audienceMass audience

Session may be recorded on a central server, Session may be recorded on a central server, as well as on participants’ computers for as well as on participants’ computers for future use.future use.

eLearning application in useeLearning application in useeLearning application in useeLearning application in use

Research MethodologyResearch MethodologyResearch MethodologyResearch Methodology Two teaching methodologies: Traditional and Two teaching methodologies: Traditional and

eLearning.eLearning. eLearning classes were taught by the same eLearning classes were taught by the same

staff, in order to prevent interference. staff, in order to prevent interference. Students were allowed to use the Interwise Students were allowed to use the Interwise

application for their intra-team application for their intra-team communication. communication.

Teams’ performance and grades were Teams’ performance and grades were compared.compared.

Students were asked to fill a weekly Students were asked to fill a weekly questionnaire, addressing their meetings )how questionnaire, addressing their meetings )how many meetings, meeting method, duration, many meetings, meeting method, duration, members’ attendance, etc.(. members’ attendance, etc.(.

Findings - TeachingFindings - TeachingFindings - TeachingFindings - Teaching

All mean differences are significant at a=0.05 or better

Findings - PerformanceFindings - PerformanceFindings - PerformanceFindings - Performance

Findings - SatisfactionFindings - SatisfactionFindings - SatisfactionFindings - Satisfaction

Courses with unique characteristics may also be successfully taught using

eLearning methods!

ConclusionsConclusionsConclusionsConclusions eLearning had no adverse impact on eLearning had no adverse impact on

students’ achievements.students’ achievements. eLearning was accepted by students as a eLearning was accepted by students as a

better teaching method.better teaching method. Students’ satisfaction was equal in the two Students’ satisfaction was equal in the two

groups.groups.

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Academic Synchronous eLearning vs. vs. Traditional Frontal Teaching - Students’ Achievements and Attitudes Academic Synchronous eLearning vs. vs. Traditional