ENGAGING WORKERS IN SIMULATION‐BASED E‐LEARNING
The complements or strong sides were in areas of:
Relevance – was about the challenging customer dialogue with which participants easily identified
Content/engagement – program was “engaging” and “cheerful”.
Situated context – the possibility to “try again without the threat of getting the sack”.
Feedback – The importance of receiving feedback both encouraging and correcting was stressed by participants
I can easily draw on some findings and propositions of this research. Simulations are called the next generation of e-learning (Boehle, 2005), but even proponents have concerns regarding the use of simulation products and services at work, the biggest concerns being in the effectiveness, cost, content quality, employee’s perception that they had “not learned”, and management perception that simulations are “not work”.
- a high rate of positive participant responses is attributable to the proper opportunity to supplement learning with practice.
- Scaffolding – Second, the most notable positive results of the blended live facilitation relate to the vivid discussion and fruitful debate about the course content. What makes a live coach valuable is setting the stage for learning and helping the employees to identify themselves with the course content thus making it motivating and personally relevant. At the same time, the coach can provide conceptual knowledge against which the participants can reflect their practical experiences about customer service skills
- Relevance – very important is “appropriate content, and most important, other factors creating opportunities for real-life problem-solving, such as challenging customer dialogue and constructive feedback. These elements are very similar to those identified by Gulz (2005) and by Baylor and Kim (2005) as components of situated social interaction.”
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