The “INCOTERMS” challenge: using multi‐media to engage learners

Abstract

This paper explores issues raised during the development and implementation of a new multimedia learning experience, outlining the context to the research and focussing on the changing roles for teachers and learners in the light of evolving new technologies. A backdrop of successive government policies to widening participation is provided to show the current rationale for higher education institutions encouraging staff to move towards on‐line learning. At institution level, this paper discusses the potential issues in the classroom that arise by asking both staff and students to change from more traditional ways of learning. Then the second part of the paper details the teaching problem behind the “INCOTERMS challenge” and covers the development of the multimedia tool. The final section of the paper reviews the evaluation of the tool by the students and discusses the findings in relation to the issues raised in the literature review.

Defining the role adjustment profile of learners and instructors online

“…As one student expressed it: "Online materials allowed us to answer our own questions and therefore reduce the demands on the instructor." These findings concur with what is stated in the literature with regard to the role that information technologies play in supporting interaction between students and instructors [37,38,35]. For example, Moller [38] remarks that when using technologies to interact with their instructors, students feel they are more involved and that they have learned more.…”

“…In fact, the authors stress the fact that the number of instructors who want to apply innovation models to their teaching is still very small. Holley and Haynes [35] maintain that the changing role of the instructor is most visible in the ongoing disappearance of individual or small group teaching, and in the attempts to change the nature of contact time away from delivery of information towards more active participation. The development and implementation of widely accessible communication and information technologies has been a key driving force in the move towards the adoption of social constructivism as a guiding principle in Higher Education Institutions HEIs [29].…”

Learning in Virtual Worlds: The Challenges and Opportunities

“…This assumption is based on the fact that in the transmission model a teacher (lecturer or instructor) can pass on a fixed body of information and the "student or learner interacts with a pre-packed content" (Sloman, 2001: 114), while the transformation framework implies individual thinking and constructing of meaning. Holley & Haynes (2003) suggest that "such changes are most visible in the ongoing erosion of individual or small group teaching, and in the attempts to change the nature of contact time away from delivery of information towards more active participation" (p.4).…”

Business Environment Factors, Incoterms Selection and Export Performance

“…According to Holley & Haynes (2003), knowledge and understanding of Incoterms is vital in international trade. Due to their widespread use, Incoterms have become more and more important; in fact, Freudmann (1999)_considered them to be the "Bible of international commerce".…”