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Active e-Learning Approach Fore-BusinessVahe NerguizianECOLE DE TECHNOLOGIE SUPERIEURE, UNIVERSITE DU QUEBEC

Radhi MhiriECOLE DE TECHNOLOGIE SUPERIEURE, UNIVERSITE DU QUEBEC

Maarouf SaadECOLE DE TECHNOLOGIE SUPERIEURE, UNIVERSITE DU QUEBEC

s ABSTRACT

,'"

Information and communication technologies (10) have affected all areas of our life: from informationto recreational games, education, medicine, commerce and many other domains. The impact ofthese technologies has generated a real revolution in certain sectors and particularly in business. Wetalk more and more about electronic business (e-business) and training systems where electroniclearning (e-Iearning) has experienced unprecedented development. In practice, these two domainsare also interrelated. Several companies and institutions providing services for e-Iearning have adoptedthe e-business model for their management. Although the technological aspect of e-Iearning is effi-cient, effective e-Iearning is still strongly dependent on the pedagogical approaches. In fact, at theend of the last century, shortcomings were highlighted in the training of education in various fields.An observation was made of students' performance and attitudes. Students were found to be passiveand uncreative, having difficulties in communication and working in teams. Another measuredreality was the lack of autonomy in learning, accompanied by low interest and motivation in acquiringknowledge, and more difficulties in solving problems. Globalisation and increased competitionamong players in the industry have been the source of a profound reflection on training and educationmethods. Employers do not just require the title of the diploma but have more specific requirementson the profile of a competent graduate. Therefore, for e-Iearning and classical learning new pedago-gical and active approaches are needed.

This article presents the e-business needs in the e-Iearning environment using new learning toolsand approaches. It details the steps in the problem-based learning approach and presents its useand advantages in some examples. It is definitely an efficient learning tool or method for e-Iearningin several disciplines such asbusiness, management, medicine, engineering, economics, social sciencesand many others.

Keywords: Active learning, problem-based learning, project-based learning, case method, businessand management.

Today, e-business plays a major role in the world's economic growth, thanks to the rapidadvance in information technology. With a significant increase in the power of using theinternet and the World Wide Web affordably, e-business management has seen an unpre-dieted growth (Kim & Ramkaran, 2004). It is obvious to note that e-business is based 011the operation of the communication and exchange of information remotely and particularlyby exploiting the facilities offered by the internet. Skills relating to the operation of the Webthus constitute a basis for training in e-business. Thus, mastering these skills Blakes e-businesslearning well suited to the use of internet tools and especially to e-learning. There have beenmany spectacular e-business successes; there have also been numerous failures. Many com-panies employing modern knowledge networks use e-learning to improve organisationaldecision making and create dynamic custom content and services for ConSUITIers(Warkentin,

RMITPublishing, hrrp:llwww.informit.com.au/ijebm.html

Vahe Nerguizian, Radhi Mhiri & Maarouf Saad/Active e-Learning Approach For e-Business' 149

Bapna et al., 2001). Moreover, subtle changes are observed in how students prefer to betaught or get the learning of marketing subjects. Interactive classroom teaching is requestedin order to increase the opinion and ideas exchanges between students (Lamont & Friedman,1997). Nevertheless, the practice of a profession requires a reflective attitude in action aswell as adaptability to complex business situations with a significant impact in society(Academie, 1999; Bedard, 2002). To cope with current challenges, graduates should be ableto act in and adapt to a constantly changing business reality. Changes were observed in thelearning patterns of students (Lamont & Friedman, 1997). There is a reconciliation in theroles of pedagogy, technology and the business of learning (Friedman & Deek, 2004). Ex-pectations in terms of training and education programs are nov" directed towards the acquis-ition and development of strategies, knowledge and high level skills transferable to the pro-fessional reality (Acadernie, 1999). A wave of education reform has been observed that affectsdifferent academic institutions. This need focuses more on the quality of learning achieved.Therefore, a gradual shift is seen from the paradigm of teaching to the paradigm of learning(Frenay, Noel et al., 1998). Many academic programs reflect this reality by offering curriculafocused on the process of learning rather than imparting knowledge. In this perspective,students should no longer passively receive content to learn and should instead be active intheir learning. This trend has increasingly been imposed because of the explosion of know-ledge in several fields and the emergence of new areas of study and research. Knowledgebecomes obsolete and continual update is needed.

The need for change and innovation in education has been the cause of strengtheningthe teaching force based on new approaches such as alternate training, cooperative systems,problem-based learning, project-based learning and many others. Although the basic principlesof these new approaches frequently join ideas from antiquity, in which Socrates and Aristotleadvocated maieutics and built their teaching methods on this basis, new learning methodsdeveloped in the context of this new generation are increasingly being adopted.

The next two sections present the essence of e-business and e-learning. Some learningapproaches and methods are then discussed, follo\'Vedby the application of these approachesto the business and management school. Finally the article shows the implementation ofproblem-based learning, followed by some discussion and conclusions.

E-BUSINESSThe integration of ICT tools to improve the performance of a business operation and tooffer better services for its customers and its partners has led to e-business practices. E-businessdoes not apply only to virtual enterprises (called 'click and mortar'), which base most oftheir business on the internet, but also to traditional companies (known as 'brick and mortar')(Steinfield, Adelaar, et al., n.d.).

Various relations of exchange and communication benefit from the contribution oftechnologies adopted in e-business. Figure 1 highlights the most important relationshipsbetween the companies and their customers.

50 I International Journal of e-BusinessManagement, vol, 5, no. 1,2010

Figure 1: Block Diagram of the E-Business Interaction between Companies and Customers

Businessto Consumer$

and othersBusiness to Business

Business toAdministration Consumers to Consumers

Consumers to Business

-.business is based on the operation of the communication and exchange of in forrnationremotely, and particularly by exploiting the facilities offered by the internet. Skills relatingto the operation of the Web constitute a basis for training in e-business. Therefore, masteringthese skills makes training in e-business well suited to e-learning.

Started in the mid 1990s, the concept of e-business is now available in most businessfunctions, such as:

procurement (e-procurement, e-sourcing, online bidding, reverse auctions and others)

sales (e-commerce B2B, B2C and others)

marketing (emailing, search engine optimisation and others)

human resources (intranet, portal B to E and others), and

management (teleprocedures, electronic invoices and others).

Considering that e-business is based on the use of lCT, it is evident that the use of e-learning for e-business training is an advantageous opportunity compared to conventionalclassroom training, because learners can directly manipulate the web tools to test the theor-etical concepts they receive. This advantage should ensure a better development of skillsspecific to the learner in e-business.

Wallace and Weiner demonstrate the effectiveness of web-based training combined withlimited practical experience (web and limited practical experience), compared to trainingon the web coupled with a classical theoretical training in class (web and theoretical class).The average grade performance of the web and limited practical experience group was 10.8per cent higher than for the web and theoretical class group. Therefore, the contribution of

Vahe Nerguizian, Radhi Mhiri & Maarouf Saad/Active e-Learning Approach For e-Business' I 51

practice is very important in teaching. In the case of e-business, e-learning provides the ap-propriate environment for practice (Wallace & Weiner, 1998).

E-LEARNING

The internet is the appropriate tool for e-learning applications. It supports learning, skillsand knowledge in a holistic approach not limited to any particular courses, technologies orinfrastructures. The European Commission proposes a broad definition for e-learning: 'useof new multimedia technologies and the Internet to improve the quality of learning by facil-itating access to resources and services, as well as exchanges and distance collaboration'(quoted in Ramboll Management, 2005).

E-learning is considered an education innovation. In general, every innovation starts ina specific way. It never starts with a balanced use of the new technology. There is a certainprocess in order to reach the desired goals and objectives. The e-learning process, accordingto Gartner, describes a 'hype cycle' (Fenn & Raskino, 2008; Fenn, Raskino et al., 2009).Like every other successful technology market, e-learning had its up and downs in the processof its implementation and assessment, as is shown in Figure 2.

Figure 2: Evolution of the e-Learning Process with Time

Pioneers (1995-96 )Disappointment (200l-2002)

Large use of e-Learning (1997-2000)

Realistic use (2003-now)

Rype cycle for e-[earnlng

As of today, analysts say that the e-learning market is a mature market, with clear expect-ations and a realistic view on the relevance of the technology and the concept. In many or-ganisations e-learning is part of the learning strategy and is fully adopted in different learningand training programs. The internet and its associated technologies have enabled us to integ-rate many diverse learning resources and events into powerful and cohesive learning paths,as is highlighted in Figure 3 in the form of conceptual blocks of activities or modules.

52 I International Journal of e-BusinessManagement, vol, 5, no. 1,2010

Figure 3: Most Important Activities and Modules Integrated in an e-Learning Process

E-learningr-----Instruction-

concept

O.monstration

Workshop

Woblink

...

Practice

Softwilresimulation

Interactiveexercica

Problemanatysi$

Wob project

Online lab

...

Assessment

Prea$se$$ment

Proficiency

Certificotionrest

....

Different scenarios could be adopted for an e-learning course. The diagram in Figure 4describes the different stages for each module of an e-learning course. Online meetings exploittechnological solutions available as appropriate (text, audio or video). During individualwork, each student tries to treat the problem situation proposed, based on their personalinitiatives while leveraging the resources available to them and following the instructions.Team work is an opportunity for discussion between pairs and for collaboration and exchange.This stage is very important in e-learning because it gives a secure feeling to the learner andplaces them in a social environment, avoiding the feeling of isolation. This stage also developsskills for team working.

Collaboration

24/7Monitorln&

Expert-LedChat

Seminar

Studygroup/meeting

Figure 4: Different Stages of e-Learning Course

Online meeting2 (Comments onindividu alwork& starting ofteam work)

Online meeting 1(Chat or video -students andteacher)

Teamwork(2 to 3 studentsper team - Onlinemeeting andForum forcollaborativework)

Eaboration andvalidation offinal documentOnline meeting 3

(Teacher andstudents-Assessment andcomments onteam work)

It is worth noting the importance of the teacher or tutor role. In addition to their roleas subject expert, they must guide the group and ensure the development of its cohesionand the involvement of all members of the team. They must often raise students' involvement.

Vahe Nerguizian, Radhi Mhiri & Maarouf Saad/Active e-Learning Approach For e-Business' I S3

If, today, the technological aspect of e-learning is efficient, effective e-learning is stillstrongly dependent on the educational aspect. Although technological tools have evolvedconsiderably, the main actors of e-Iearning are still human beings: namely, the tutor and thelearner. This emphasises the importance of the pedagogical scenario and the learning approachchosen. The main objective of the tutor is to engage and motivate learners, and to alwayskeep learning active in different phases of this scenario. They should get engaged in creatingthe conditions of work and group discussion to overcome learner isolation and the temptationto abandon study. Thus, several learning approaches are based on the design of appropriatelearning situations that would lead tutors to explore the active resources available to them.This is where the active teaching methods are strongly recommended. Experiments werebased on innovative approaches to active learning, among others: problem-based learning,project-based learning and the case method. The characteristics of these learning approachesmeet this need perfectly.

LEARNING APPROACHES OR METHODS

Problem-based Learning (PBL)Problem-based learning is one of these methods and is highly valued in the teaching ofmedicine and engineering but it is also being introduced more and more in other disciplinessuch as management, economic studies and social sciences in general. Evenson and Hmeloassert that the methodology ofPBL has generated funds and a structure that can be appliedin various training areas (Evensen, Hmelo et al., 2000). Many universities are adopting thisteaching method. More details about this method are presented in me discussion of e-learning above.

Project-based Learning (PjBL)Project-based learning is a second method mat often fascinates students. The principle ofthe method can be summarised with the thought of John Dewey from the late nineteenthcentury: 'learning by doing'. It is a pedagogical approach that allows students to engage fullyin building their knowledge in interaction with their peers and their environment. Thereforeit invites teachers to act as educational mediators; privileged between the student andknowledge objects that are to be acquired (Arpin & Capra, 2001). Proulx describes PjBL asfollows: (A systematic process of acquisition and transfer of knowledge in which the studentanticipates plans and performs in a given time, alone or with peers under the supervision ofa teacher. It is an observable activity that results in an educational context, in a final productto evaluate' (Proulx, 2004, p. 31). The method is particularly prevalent at the end of thetraining, where the project is completed with me sole intention of achieving a synthesis ofintegrative knowledge. Under way, interest is often focused more on performance than onachieving learning objectives. Anomer method combines this method with problem-basedlearning, a method that is implemented in the electrical engineering department of theUniversity ofSherbrooke in Quebec, Canada. A pilot project on one course was also imple-mented in the electrical engineering department of the Ecole de technologie superieure inMontreal, Quebec, where students took part of transferring me knowledge and the contentof the course to their peers on a weekly basis (Nerguizian & Rafaf, 2008).

S4 I International Journal of e-BusinessManagement, vol, 5, no. 1,2010

Case Method (CM)The case method is an educational Iormula that promotes a better link between theory andpractice and can put students in contact with professional realities that they might not oth-erwise have access to. It can be perceived as experiential learning: that is, the process whereknowledge is generated through the transformation of experience (Kaplan, Piskin et al.,2010). It allows the application of a body of knowledge and high-level skill developmentfocused on the practice of the profession (analytical skills, diagnosis, synthesis, communica-tion, problem solving and decision raking) from concrete situations where the student thinks,reacts and interacts. The characteristic of good teaching cases is in allowing the students tolearn by doing and bringing real world examples into the classroom (Hackney, McMasteret al., 2003). The case studies are not virtual stories but they represent real life situations orcases without any interpretation thereof (Kennedy, Lawton et al., 2001). The study willcorrespond to a fragment of the life of a company, an institution, a manager or a professional.It focuses on an interesting problem from the professional practice. It presents data that arenot always complete nor always clear, as in reality. Finally, it includes quotes from leadersand workers of the company and includes elements of ethics. The method is more or lessprescriptive; it mainly depends on choices made by the individual teacher (learning objectives,type of case, analysis approach). It involves bringing a group of students or trainees to analyse,discuss and sometimes resolve a concrete problem situation presented with real details. Ingeneral, the method has four steps: preparation, analysis, discussion and writing.

In the case study method, the students must be active. They should participate activelyin all class discussions with the team and should make interesting and effective discussions.Therefore they must:

prepare seriously for the discussion by completing preparatory reading and performingan individual analysis for the case considered

present their analysis, if applicable

express their ideas clearly and precisely

make their point of view while accepting, if applicable, the ideas expressed by their peers

remain attentive to the assessment made by their peers

listen to all opinions, even those contradicting their own views

take into account the assessment of their peers and incorporate it into their analysis withthe relevant aspects to arrive at more accurate solutions

deliver a critique that is both enlightened and constructive.

In the case study approach, the students are expected to playa kind of professional rolesuch as internal and external advisor, decision maker, business strategist in a conlpany andother roles. In addition, they are led to live an experience of collaboration and cooperationwith their peers.

These three active learning approaches are increasingly used in various fields and manyuniversities are adopting these teaching methods.

Vahe Nerguizian, Radhi Mhiri & Maarouf Saad/Active e-Learning Approach For e-Business' I SS

Table 1presents a comparison between the three learning approaches. It considers thelearning target, the specifications, the approach, the roles of the teacher and the student,and the evaluated work.

Table 1:Comparison between different learning approaches

Casemethod Problem-based learning Project-based learning

learning target Useof knowledge Knowledge building Knowledge integration

Specifications Case Problem Project definition

Approach Flexible Systematic Non systematic

Teacher role Animator Coach Supervisor

Student role Independent role Switching role Role of a professional

Evaluated work Report Diagram or report Accomplished product

APPLICATION OF THESE APPROACHES TO BUSINESS ANDMANAGEMENT SCHOOLSBusiness and Inanagement education, and other professional or vocationally oriented coursessuch as medicine, law, architecture, education and engineering, share a common goal: tomake their graduates and experienced practitioners trained in time to think analytically andsolve practical problems. Several researches agree that PBL not only allows students to developtheoretical understanding of abstract concepts, but also helps prepare them for the world ofreal professional practice. Certainly the context of business and management education haschanged rather dramatically over the past [WO decades. These changes have created newchallenges such that the higher education system must respond to remain competitive andcredible. These challenges include the following:

training graduates who are able to synthesise and apply knowledge in business and man-agement with the skills that enable managers to solve important problems at work andin their careers

proposing programs that not only take account of different global resources in businessand management, but that enable placing these resources in the local context

offering programs that enable graduates to learn to use and n1anage technology as an in-tegral component in business and management practice

developing in graduates the skills, motivation and satisfaction to engage in learningthroughout life, which becomes a fundamental element of the Standard of ProfessionalManagers (DeShields Jr, Kara et al., 2005).

Hallinger and Bridges mentioned in their book, A Problem-Based Apprcech for Manage-ment Education, that PBL represents an appropriate approach to meet these challenges(HaUinger & Bridges, 2007).

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For business and management education, there is an increasing interest in e-business.Electronic business corresponds to a very broad concept that could be synthesised by theuse of electronic means or electronic learning (especially information technology and com-munications) to conduct business. It is often the techniques of the internet and the Webthat come to mind, but in fact almost all information technology and communications areinvolved in the field of e-business, Training or education in this area is characterised by theuse of ICT and the Web, and this training is often remote and uses innovative teachingmethods. In general it uses the case method, but the education trend is more increasinglyorientated towards PBL. Students learn better when dealing with their peers, with open,authentic and complex problems. This nevi approach is much more effective than conferenceswhere students listen passively to the speech of the teacher. This kind of activity generatesdiscussion an10ng group members and leaves the students motivated to learn more aboutthe subject.

IMPLEMENTATION OF PBL

Before starting the implementation of this approach, good planning for resources is needed.Professor Vahe Nerguizian described the following problem- and project-based learning re-sources (Nerguizian & Rafaf, 2008):

general instructions and directives for students

self-learning key word identification and availability

problem description and definition

self test for each problem

theoretical project description and definition

contract forms (for problems and projects), needed to avoid conflicts between students

evaluation forms for the students and the course.

Problem definition is a key step in these activities. Genuine problems should be developedwith open and 'unstructured' states (ill-structured problems). This step requires creativityand time, but the effort is soon rewarded when students reach their goals. Professor MichaelCopland, who teaches courses in the Prospective Principals Program in the School ofEdu-cation at Stanford, believes that: 'The key thing in making PBL successful is the amount oftime and energy that goes into the creation of the project. Finding a problem that reallymeans something to the participants is absolutely critical. Once you find a very salientproblem, then structure the learning objectives around that problem and find resources thatinform students' thinking about the problem ... chances are it's going to have some success'(quoted in Center for Tea.ching and Learning, 2001).

Such problems exist in any discipline. Semi-structured classroom activities are also exper-ienced where students prepare the subject before coming to the class and small teams areformed to complete certain problem-solving tasks that are shared between groups at the end(Hamer, 2000). Another approach is to identify the current debates in the field of study andallow students to explore different avenues. Hallinger and Bridges, in their book, A Problem-

Vahe Nerguizian, Radhi Mhiri & Maarouf Saad/Active e-Learning Approach For e-Business' I 57

basedApprosdi for Management Education, classify problems into four categories (Hallinger& Bridges, 2007, ch. 2):

problems with 'swamp' type that are complex and contain several sub-problems

problems including a 'dilemma' in which the manager knows the source of the anomaly,but must choose between alternatives involving a sacrifice or compromise on personalvalues and/or organisational or important objectives

routine problems that are most frequently encountered in the work

implemented problems in which the manager must choose how to ensure successful im-plementation of a new policy or program.

It is important to note also the impact and challenges that accompany the implementationof a process of PBL. Teachers will have to consider several aspects including:

paradigm shift with a new role with the consideration of:

adopting the new pedagogy or approach

challenging previous practices

increase in tasks during the transition to new programs

faculty teamwork

integration of teaching in the PBL

assessment of competencies

development of specialised modules

renewal of the problems, or 'maintenance'.

The benefits ofPBL have been the subject of several studies and experiments. Some ex-periments are particularly Significant. The Faculty of Applied Sciences at the Catholic Uni-versity of Leuven in Belgium, introduced the PBL experience in 2002. Evaluation and con-tinuous monitoring of the classical approach (2000 to 2001) and PBL (2002 to 2003) inengineering education were achieved through appropriate tests. These evaluations have focusedon student performance over 11 points. This allowed evaluation of the gap performancerelative to me average of all collected scores (the average is considered zero). The numberof samples treated was not constant; it was around 250 for all groups who were havingclassical learning and 200 for all groups using PBL. These results showed mat students whocompleted training with the PBL approach were at least as competent as the others. Theywere even better perfonning in certain aspects.

These active methods used increasingly in the classroom would be very effective in thecase of e-Iearning because they are well suited for both individual and group work. Hence,the active approach used in e-Iearning would provide promising results for e-business.

58 I International Journal of e-BusinessManagement, vol, 5, no. 1,2010

DISCUSSION AND CONCLUSIONCurrent learning challenges have forced several institutions and teachers to change the clas-sical teaching approaches used in the past. This article presents a sumnlaI)' of new approachesfor e-learning and classical learning increasingly used in various fields. The description ofe-business in the environment of e-learning is technologically efficient but the marriage ofactive learning approaches makes the learning extremely efficient and profitable to the student.This article details the steps for active learning such as problem-based learning and showsits use and advantages in some examples. This active and dynamic approach helps the im-provenlent of the students' communications skills, and the information retention or mern-orisation rate is higher than with the classical approach. Moreover, this approach creates asynergy in teamwork, making students dynamic in class, satisfied and motivated in general.Nevertheless, this approach needs to be well explained to the students in order to eliminatethe hesitation that could be observed and perceived by them. As mentioned earlier, this ap-proach might demand more work from the instructor or the tutor (preparation and main-tenance of the problems) and the students (more time for individual preparation) but theresults at the end of the training are very satisfactory for the teacher and the students.

In general, the infrastructure of the implementation of this approach should be such thatthe students will be convinced of its benefits and advantages, and will be challenged andmotivated to use it. With this conviction the success rate will be high and the educationalobjectives for the teacher and the students will be met.

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ABOUT THE AUTHORSVahe Nerguizian is currently an associate professor at the Ecole de Technologie Superieure (ETS)at the Department of Electrical Engineering - University of Quebec in Montreal. His research interestsare in microwaves, aerospace, MEMS for RF/microwave and millimetre wave applications, MEMSfor robotic and bio applications and MEMS packaging in general. His teaching interests are infinding new methods and approaches to motivate and help students in improving their skill andknowledge performances. Professor Nerguizian is a senior member of the Institute of Electrical andElectronic Engineering (IEEE),and a member of the International Society for Optical Engineering(SPIE),CRIAQ (Consortium for Research and Innovation in Aerospace in Quebec) and the Order ofEngineers of Quebec (OIQ).

Vahe NerguizianEcole de Technologie Superieure - Universite du QuebecDepartment of Electrical Engineering1100 Notre Dame West, Montreal, Quebec, Canada, H3C-1K3Tel: +1-514-396-8676Email: vahe.nerguizian@etsmtl.ca

Radhi Mhiri received his MSc and doctorate degrees in automatic control from the Tunis University(ENSET),Tunisia, in 1984, and his Habilitation in electrical engineering from the Tunis EI ManarUniversity (ENIT), Tunisia, in 2000. He is a full professor in the Department of Physics at Tunis EIManar University. He is a collaborative member of the Center for Research in Higher Education(CERES)at Sherbrooke University in Quebec. Currently, he is collaborating in the remote laboratoryproject at the Ecole de Technologie Superieure (ITS) at the Department of Electrical Engineering- University of Quebec in Montreal. He is the head of a research group (AlA) on automatic controlat his university, and has published approximately 100 refereed journal and conference papers. Hiscurrent research interests include feedback control systems and control theory, hybrid systems, e-learning and active learning approaches.

Email: radhi.mhiri@etsmtl.ca

Maarouf Saad received bachelor and master degrees in electrical engineering from Ecole Poly tech-nique of Montreal respectively in 1982 and 1984. In 1988, he received a PhD from McGill Universityin electrical engineering. He joined Ecole de Technologie Superieure in 1987, where he is teachingcontrol theory and robotics courses. His research is mainly in nonlinear control and optimisationapplied to robotics and flight control systems.

Email: maarouf.saad@etsmtl.ca