Engaging workers in simulation‐based e‐learning

Abstract

PurposeThe purpose of this paper is to evaluate learners' attitudes to the use of simulation‐based e‐learning as part of workplace learning when socially situated interaction and blended learning are specifically included in the instructional design.Design/methodology/approachResponses to a survey questionnaire of 298 sales personnel were collected and analysed. Additionally, quantitative and qualitative data from 37 sales directors were obtained to further address the research question.FindingsIt was found that a majority of the participants conveyed improvement in their overall level of customer service skills applied in their own work tasks. In addition to the on‐line simulation being an engaging and fun way of learning, the socially situated interaction and blended delivery of the training program encouraged and facilitated discussion and fruitful debates about customer service in the workplace.Research limitations/implicationsThis study was limited by its potentially non‐representative sample, representing those who voluntarily participated to improve their sales and customer service skills in one chain bookstore.Practical implicationsA high rate of positive participant responses is attributable to the proper opportunity to supplement learning with practice, achieved through the design features of the program. The work has relevance for other corporate training providers considering incorporating live facilitation into on‐line simulation solutions.Originality/valuePreviously, not much attention has been paid to the use of a coach physically present working with learners using on‐line simulation‐based training, nor to differential benefits such arrangements may provide. Nor were many practical examples of socially situated e‐learning found in the literature. Feedback from both sales personnel and their directors provided a unique opportunity to analyse a work‐based training program using such arrangements.

The adoption of e-Learning in corporate training environments

“…When the research in this area is evaluated, it emerges that blended learning is far more likely to be successful than the technology-assisted single-mode delivery of training (e.g. providing web-based content as the total offering), reportedly because of individual learning styles [70], but conceivably also because of the limitations of any one method or tool in isolation.…”

A Proposed Framework for Simulation Based Learning of Inheritance

“…The use of simulations and games has a significant positive correlation in enhancing the students learning and knowledge; moreover developing their skills such as team working and communication [9], [10]. Despite the fact that there is a future for simulation games, there is a need for more corporation between industry and academia to create better simulation products [11].…”

Game‐ and Simulation‐Based Approaches to Training

“…It has been applied to a variety of settings such as healthcare (e.g., Rosen et al, 2010), the military (e.g., Freeman & Cohen, 1996), management education (e.g., Salas, Wildman, & Piccolo, 2009), and customer service (e.g., Slotte & Herbert, 2008). Empirical research has largely focused on comparing SBT to other training approaches, assessing its effectiveness in different contexts or for training different KSAs, and examining instructional features that render it more or less effective.…”

“…After undergoing SBT, team members had shared beliefs in their abilities to perform as a team, showed increased levels of motivation and readiness, performed at target levels, and had favorable reactions to the training programthey were satisfied with it and believed it was useful for improving their performance. Representing other contexts, Freeman and Cohen (1996) used SBT to improve the decision-making processes of Navy teams, and Slotte and Herbert (2008) found that it facilitated customer service in a sales environment. These examples highlight the value of SBT not only for use in variety of settings, but also for training a variety of competencies.…”