South Asian Journal of Management

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Campus-IL: Enhancing Teachers’ Learning Experience


Affiliations
1 Department of Management Studies, Indian Institute of Technology Madras (IITM), IIT P. O. Chennai-600 036; and Assistant Professor, Xavier Institute of Management and Entrepreneurship (XIME) Kochi, Kinfra Hi-Tech Park, Off HMT Road, HMT P. O., Kalamassery, Kochi-683 503, Kerala, India
2 Xavier Institute of Management and Entrepreneurship (XIME) Kochi, Kinfra Hi- Tech Park, Off HMT Road, HMT P. O., Kalamassery, Kochi-683 503, Kerala, India
3 Education and Teacher Training, Campus IL, B.S.R 4 Tower, Floor 22, Bnei Brak, Israel
     

   Subscribe/Renew Journal


Campus-IL, Israel’s National Digital learning platform was launched in 2018 as the flagship project of Digital Israel. Campus-IL, in partnership with other organizations, had developed the Micro-Credential courses for Professional Development of the teaching fraternity in Israel. Although the number of users enrolling for these courses were increasing over time, the completion rates of these courses were abysmally low. Mr. Avishay Friedler, the Digital Learning Strategist at Campus-IL, was concerned about the future of Micro-Credential courses. He had observed that the stickiness to Campus-IL’s learning platform and the users’ motivation to reuse the platform were the major concerns. As the strategist for Campus-IL, it was particularly important for him to address these issues, before undertaking any major expansion drives, lest these issues also scale with up with the expansion. Mr. Friedler was considering ways to improve the motivation levels of the users enrolling for the courses, and to enhance the overall learning experiences of the users.

Keywords

Digital Learning, Micro-credential Courses, Massive Open Online Courses (MOOCs), Motivation, User-experience.
User
Subscription Login to verify subscription
Notifications
Font Size

  • Alderfer, C. P. (1969). An empirical test of a new theory of human needs. Organizational behavior and human performance, 4(2), 142-175.

  • Alderfer, C. P. (1972). Existence, relatedness, and growth: Human needs in organizational settings. New York, NY: Free Press.

  • Bassett-Jones, N., & Lloyd, G. C. (2005). Does Herzberg’s motivation theory have staying power? Journal of Management Development, 24(10), 929-943.

  • Casadesus-Masanell, R. & Kim, H. (2013). Coursera. Harvard Business School Case 9-714-412. Boston, Harvard Business School Publishing.

  • Collis, D.J., Shaffer. M & Hartman, A. (2014). edX: Strategies for Higher Education. Harvard Business School Case 9-715-413. Boston, Harvard Business School Publishing.

  • Dam, R., & Siang, T. (2018). What is design thinking and why is it so popular? Aarhus, Denmark: Interaction Design Foundation. Retrieved from https:// www.interaction-design.org/literature/article/what-is-design-thinking-and-whyisit-so-popular

  • Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management Science, 35(8), 982-1003.

  • DeShields, O. W., Kara, A., & Kaynak, E. (2005). Determinants of business student satisfaction and retention in higher education: applying Herzberg’s twofactor theory. International Journal of Educational Management, 19(2), 128-139.

  • Fathema, N., Shannon, D., & Ross, M. (2015). Expanding the Technology Acceptance Model (TAM) to examine faculty use of Learning Management Systems (LMSs) in higher education institutions. Journal of Online Learning & Teaching, 11(2), 210-232.

  • Friedler, A. (2018). Teachers training micro-learning innovative model: Opportunities and challenges. In Proceedings of the 2018 Learning with MOOCS (LWMOOCS) Conference. Madrid, Spain: IEEE.

  • Herzberg, F. M., & Mausner, B. & Snyderman, B. B. (1959). The motivation to work. London, UK: Transaction Publishers.

  • Lawler III, E. E. (1973). Motivation in work organizations. New York, NY: John Wiley & Sons.

  • Richard, H. J., & Oldham, G. (1976). Motivation through the design of work: Test of a theory. Organizational Behavior and Human Performance, 16(2), 250-79.

  • Herzberg, F. (1974). Motivation-hygiene profiles: Pinpointing what ails the organization. Organizational Dynamics, 3(2), 18-29.

  • Liedtka, J., & Ogilvie, T. (2011). Designing for growth: A design thinking tool kit for managers. New York, NY: Columbia University Press.

  • Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). Goal setting and task performance: 1969-1980. Psychological Bulletin, 90(1), 125.

  • Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370.

  • Maslow, A. H. (1981). Motivation and personality. New Delhi, India: Prabhat Prakashan.

  • McClelland, D. C. (1961). Achieving society (No. 15). New York, NY: Simon and Schuster.

  • McClelland, D. C. (1987). Human motivation. CUP Archive.

  • Robbins, S. P., Judge, T. A.& Vohra, N. (2019). Organizational Behavior. Bengaluru, India: Pearson Education India.

  • Teo, T. (2009). Modelling technology acceptance in education: A study of preservice teachers. Computers & Education, 52(2), 302-312.

  • Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 25(3), 425-478.

  • Venkatesh, V., Thong, J. Y., & Xu, X. (2012). Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology. MIS Quarterly, 157-178.

  • Voigt, K. I., Buliga, O., & Michl, K. (2017). Democracy in Education: The Case of edX. Business Model Pioneers, 159-170.

  • Vroom, V. H. (1961). Human Values where people work. Annals of the American Academy of Political and Social Science, 335(1).

  • Vroom, V. H. (1964). Work and Motivation. New York, NY: John Wiley & Sons.


Abstract Views: 391

PDF Views: 0




  • Campus-IL: Enhancing Teachers’ Learning Experience

Abstract Views: 391  |  PDF Views: 0

Authors

Rahul R. Lexman
Department of Management Studies, Indian Institute of Technology Madras (IITM), IIT P. O. Chennai-600 036; and Assistant Professor, Xavier Institute of Management and Entrepreneurship (XIME) Kochi, Kinfra Hi-Tech Park, Off HMT Road, HMT P. O., Kalamassery, Kochi-683 503, Kerala, India
Joshin John
Xavier Institute of Management and Entrepreneurship (XIME) Kochi, Kinfra Hi- Tech Park, Off HMT Road, HMT P. O., Kalamassery, Kochi-683 503, Kerala, India
Avishay Friedler
Education and Teacher Training, Campus IL, B.S.R 4 Tower, Floor 22, Bnei Brak, Israel

Abstract


Campus-IL, Israel’s National Digital learning platform was launched in 2018 as the flagship project of Digital Israel. Campus-IL, in partnership with other organizations, had developed the Micro-Credential courses for Professional Development of the teaching fraternity in Israel. Although the number of users enrolling for these courses were increasing over time, the completion rates of these courses were abysmally low. Mr. Avishay Friedler, the Digital Learning Strategist at Campus-IL, was concerned about the future of Micro-Credential courses. He had observed that the stickiness to Campus-IL’s learning platform and the users’ motivation to reuse the platform were the major concerns. As the strategist for Campus-IL, it was particularly important for him to address these issues, before undertaking any major expansion drives, lest these issues also scale with up with the expansion. Mr. Friedler was considering ways to improve the motivation levels of the users enrolling for the courses, and to enhance the overall learning experiences of the users.

Keywords


Digital Learning, Micro-credential Courses, Massive Open Online Courses (MOOCs), Motivation, User-experience.

References