Slotte, Virpi & Tynjala, Paivi

Simulations provide a possibility to solve real-world problems through work-related scenarios (e.g., Ng & Ng, 2004; Slotte & Herbert 2006). Using simulations can engage learners in experimental and experiential learning which provide the learners an opportunity to reflect on the way the knowledge and skills can be used.  The process allows the learners to observe the consequences of their choices and actions without having any direct impact on the real operation.

However, simple making new courses available to, even highly motivated, employees does not mean that they can and will use them. Singh (2003) has diagnosed this following from a mismatch between some students’ approaches to learning – for example the preference for social learning – with the delivery technology which is often used to encourage self-directed and self-paced learning with pre-programmed and technology-mediated feedback. He has suggested that by combining e-learning and face-to-face learning could have a profound effect on overall usage rates and learning outcomes. This requires also pedagogical structuring of the e-learning environment ensuring that the course design is not technology-driven but rather problem-driven and learner-driven (Tynjala & Hakkinen, 2005).

Far too often organizations invest in technology-supported methods without evaluating their results. However, only by gathering the user experiences we can better develop course design that motivates employees to develop the competences they need at work

The purpose of the present study is to examine simulation-based, work-related e-learning from the learners’ point of view. The subjects of the study were the sales personnel of a retail store chain who participated in an e-learning course involving simulations of their work practices. The specific research questions are: 1) how did the participants experience simulated-based e-learning, and 2) what were the effects of the course in skill learning.

Theoretical basis for e-learning at work

Adult learning at work, at its best, is based on learners’ experience, authentic problem-solving situations, involves the learner in a reflective process and in social processes, and is organised in flexible ways (Tynjala & Hakkinen, 2005). To benefit both personal development and organisational learning processes e-learning solutions should include features such as:

·        integration of theoretical knowledge with participants’ practical experience,

·        learning tasks that lead learners to examine their work in the light of the conceptual tools provided, and

·        encouragement of collaboration and knowledge exchange between colleagues. 

As a process which is ‘situated and authentic’, learning includes, from the point of view of successful career development, such important factors as values, feelings, insights and other special and personal ways of thinking and using knowledge (Watkins and Marsick, 1992). It is precisely this personal kind of knowledge that can only be obtained from direct experience of working in groups. Along with this, Gulz (2005) stated that learners are not only able and motivated to handle social environments that they themselves experience, but also learners can be able and motivated to handle represented social contexts, such as computer-supported simulations.

Procedure

A simulation-based e-learning course was developed to engage participants in solving real-world sales situations. The general goal was to focus on building on practical skills rather than merely on delivering information.

Quantitative and qualitative methods were used to provide a comprehensive understanding of the learners’ experiences of the use of this simulation-based course. Data were produced from 124 sales personnel of the company who responded to the questionnaires in 2006.

Simulation-based e-learning course was introduced with a live coach in all individual stores in the retail store chain to enhance the social aspects of the learning. Learners were invited to respond to a list of questions (both open-ended and closed-ended items) about the content, design, and the effectiveness of the simulation-based course.

Results and conclusions

A major objective was to motivate the use of simulation-based e-learning course as part of workplace learning. In this regard, the course was successful, as 98% of the participants regarded the simulation as a positive way of improving the customer service skills. The most commonly expressed complement for the simulation course (42 answers) was related to the vivid discussion and exchange of opinions around the simulation dialogues. A lively debate was stated to rise “both when studying as well as afterwards while working”. The other comments indicated that the simulation-based course was “engaging” (37 answers), and it relied on the possibility to get feedback – both proper reasons for why a particular answer was wrong, and encouraging words to proceed with the demanding customer (23 answers).  We argue that the reasons for a high rate of positive participant responses are attributable to the proper opportunity to integrate learning with practice. The work has relevance for other corporate training providers considering incorporating learning tasks so that learners can examine their work in the light of the conceptual tools provided.

To sum up we conclude that although these kinds of simulation-based e-learning courses do not necessarily replace live training simulation, this study clearly indicates that the virtual worlds with situated social interaction, on-line and live, show promise of improving knowledge and skills needed at work. Sales training needs no longer be about listening and reading, but about doing, simulating, sharing, negotiating and collaborating. It can also offer practical business benefits such as highly interactive, and most important – virtual world that is engaging and fun way of learning.

References

Gulz, A. (2005). Social enrichment by virtual characters – differential benefits, Journal of Computer Assisted Learning, 21, 405-418.

Ng, D.F.S. & Ng, P.T. (2004). Computer simulations: A new learning environment for professional development of educational leaders, Educational Technology, 44 (6), 58-60.

Singh, H. (2003). Building effective blended learning programs, Educational Technology, 43 (6), 51-54.

Slotte, V. & Herbert, A. (2006). Simulation-based training­– differential benefits of blended live facilitation, submitted.

Tynjala, P. & Hakkinen, P. (2005). E-learning at work: theoretical underpinnings and pedagogical challenges. Journal of Workplace Learning, 17 (5-6), 318-336.

Watkins, R. L. & Marsick, V. J. (1992). Toward a theory of informal and incidental learning in organizations. International Journal of Lifelong Education, 53, 37-50.