EBI Project report and review on - To identify issues being faced by students in online teaching and devise an alternative set of education system that meets students’ expectations and fit in broad framework of providing effective education to them at marginal cost - A critical appraisal of theoretical underpinning used for the EBI, Critical use of inquiry evidence, EBI Focus Group inquiry method
The major objective concerning this EBI is to identify issues being faced by students in online teaching and devise an alternative set of education system that meets students’ expectations and fit in broad framework of providing effective education to them at marginal cost.
Keeping in view major challenges posed by online education system, a new system of mixed or blended education system has been proposed to incorporate strengths of online and class room teaching (Azizan, 2010) and make learning more effective and fruitful for students.
As part of this, the EMA should include:
· A critical appraisal of theoretical underpinning used for the EBI.
· An account of the extent to which evidence you collected for the EBI was useful in carrying out the change (what worked and what didn’t).
· Demonstration of the impact of ethical considerations in carrying out the EBI.
· Reflections on learning framed by cycles of inquiry.
Task 1 – 4000 words
Write a report of in which you:
· Outline the background and objectives for the EBI that you undertook.
· State why the EBI is necessary from an organisational, business and academic perspective.
· Critically evaluate the extent to which the actions or attitudes of key stakeholders shaped the initiative.
· Critically evaluate the extent to which the theory or theories you used were useful in effecting your EBI.
· Critical use of inquiry evidence with rationale for decisions and cycles of inquiry
Give detail on two key periods that were the most critical or most productive in your completion of the EBI. Discuss the actions you took to manage these periods and the effect they had on the EBI progress and outcomes, explaining how you drew on evidence and theory in doing so, and assessing what you might have done differently.
Evaluate the progress or outcome of the initiative four weeks prior to submission of this report.
Explain and justify what actions will follow from the EBI and how they will impact on the organisation.
Task 2– 2000 words
For this task you are asked to critically reflect on your learning over the course of this module. This will include reflections on the scouting, scoping and carrying out of your EBI.
· Describe how theories and concepts about management and leadership encountered during the EBI have shaped your practice.
· Critically analyse how theories that you initially thought may be useful were rejected or have proved less successful for carrying out the EBI.
· Show how methods of inquiry learned within B839 have helped you develop a more critical and evidence-based approach to management.
· Analyse how your MBA study has challenged some of your assumptions about management and describe how you feel it has enhanced or will enhance your future career.
[ Get best accounts home tutor in noida, economics home tutor in Noida by RBL Academy. RBL Academy has a strong team of expert tutors with enriched experience of delivering tuitions to Class 11, 12, BBA, B.Com, MBA, CA, CS, CMA, PHD and ACCA students. ]
Evidence-based Progress Report PART I
Feedback of faculty enabled me to relook into the problem in depth and the issues I found while reevaluating my EBI for this research work relates to problems students face in online classes and reasons to oppose switching from classroom teaching to online classes. Though the situation is changing with more options and solutions available, however some students find communication with teachers and interaction with fellow students challenging in online classes (Vladimir Abramenka, 2015). Communication and collaboration pose to be the major challenge for people mainly in remote locations to opt for the new normal way of study i.e., the online classes. As a solution, the proposed change offers blended education to students which increases communication and collaboration among students and teachers and enables interaction where students get the window to interact with faculty as well as their fellow students (Alvarez, 2005).
Peer Discussion enabled me to focus on core challenges I am currently facing as Marketing Lead of the company and design my EBI in and around it so that proposed change as envisaged can be accepted and implemented and the model becomes successful in terms of bringing confidence and acceptance of students and Management at the same time. Technological inefficiencies of teachers in conducting online classes can be largely reduced through technical training and periodic support from the organization to them. Non-Adequate training, fear of failure and reluctance of students to use technology are major roadblocks, which to an extent hinder the engagement of teachers to conduct online classes. (Mansvelt, Suddaby, O’Hara, and Gilbert, 2009). Though in Metros or Class A cities, it is getting accepted, but in remote areas the concerns remain due to possibly lack of trainings or unavailability of required resources
Feedback of tutor and peers helped me to move out from my stressed thinking on here and there problems associated to my job profile and critically focus on major problem and solution to the same .I was able to redesign my EBI and proposed changes to resolve issues related to this EBI. Blended mode of teaching eliminates time, place and situational barriers while fostering high quality interactions between teachers and students (Kanuka, Brooks, & Saranchuck, (2009). This system of offering education helps in achieving objectives of course, eliminates communication gap, fosters face to face communication, improves academic performance, encourages active participation of students and teachers as well, creates a sense of community, collaborate tasks and allows teachers to develop practical manner of teaching and learning to students (Bdawi, 2009)
I. primary sources of evidence
In order to validate proposed change in my organisation, Focus group discussion method has been used. Keeping in view the objectives of EBI and proposed changes sought which will directly impact students’ learning methodology and bring transformational change in my organisation; focus group consists of seven male and female students preparing for various entrance and competitive exams, my boss who is the owner of the company acting as an observer in the group and myself as moderator who will facilitate discussion. Owner of the company took his personal interest to participate in this focus group as observer of discussion.
I have been also in touch with three or four institutes’ marketing head and expert professionals working in institutes rendering online classes and seeking their opinion on blended learning system and problems surrounding online teaching platform with the main motive to get deep insight into the situation and develop better solution for my company.
II. Secondary sources of evidence
Since my organisation is in urge to bring necessary changes to accommodate current scenario in education industry, owner of the company has given me liberty to use any kind of official data and documents to decide over implementation of blended education system in the organisation. Data used for secondary source of evidence consists of-
Percentage of teachers and students who wished to join offline classes instead of online classes out of total teachers and students called last year and vice a versa.
Percentage of students out of total students who joined online classes but left due to lack of communication with teachers and interaction with peers.
Percentage of teachers out of total teachers applied who wanted to teach offline and those who wanted to teach online.
Percentage of teachers who willingly joined online classes but left due to technological concerns.
Percentage of teachers out of total teachers applied who preferred blend teaching methodology.
Percentage of students out of total students who called to our institute last year and asked to join online classes and those who preferred offline classes.
III. Critical review of sources of evidence
Focus group has been formed with the objective to understand, observe and analyse opinions, thought process and reactions of students towards proposed change and their readiness in adopting this change. Owner of my company is keen to know responses of students towards this system of education. This is why seven focus groups consisting of seven students have been formed to get in depth insights into perception and outlook of students towards it. Secondary data will suffice results from primary source and provide a deep insight in understanding and analyzing behaviour of students and teachers, thus assisting me in reaching to a sound conclusion in necessitating proposed change.
Male and female students have been included in focus group discussion to avoid gender biasness.
Plausible alternative explanations for differences observed between groups have been avoided to maximize internal validity of information collected.
Data collected from discussion have not been generalized to apply it universally to maximize external validity of results obtained.
Participants for focus group discussion are selected on random basis from database of students preparing for entrance and competitive exams retrieved from authentic sources to avoid sample biasness.
Ideas and suggestions to think about on topics discussed, mirroring, technique of drawing out and explanatory probes have been used by me as a moderator to improvise and sharpen responses of participants to draw out more consistent and reliable information.
B. Stakeholders’ influence on EBI proposal
Major stakeholders’ of this EBI proposal consist of students’ preparing for entrance and competitive exams, teachers and owner of the company who is my immediate boss in the organisation and also sponsor to this project work.. Other stakeholders include employees of the organisation and competitors who have little or no influence on my EBI proposal and proposed change since owner of the company has authorised me to use resources of the organisation in getting responses of students’ and implementing proposed change if results of this project work promotes feasibility and viability of this proposed change. There is no political pressure while conducting this research from management of company and I am getting support of all departments of my company in extracting best possible results to implement proposed change. The only impediment in implementation of proposed change is its success in market. Students’ have direct influence on EBI proposal in case they out rightly reject blended education system. In such scenario, our focus will be on rendering online classes to students who want to join online classes and offline classes to students who opt out online classes.
C. Issues related to access to data/ evidence for EBI
Due to sincere support of my boss and her interest in this project work helped me to get access of all kind of company’s data required to perform this research work. All my colleagues in the company supported and collaborated with me to conduct focus group discussion, record discussion sessions and give their valuable feedback as and when required. Major issues I faced in selection of students for Focus group discussion. Initially it was decided to take students from Delhi NCR. Later on, idea changed and we involved students from different parts of the country in this discussion.
D. Use of EBI by my organisation
Since this EBI is related to current problems being faced by my organisation in terms of getting students enrolled for our online classes which are not happening as per our plan. So it was decided to work upon practical challenges faced by students while attaining online classes. Improper Communication, peer interaction and collaboration came as the major impediments restricting them to opt for online teaching. In order to remove these obstacles blended education system has been proposed to be implemented to meet requirements of students. If everything goes right and result of this EBI supports Blended education system, our company will implement this system of education for our students. It will help to carve out issues and challenges faced by students and foster efficient learning and thus increasing revenue of the company.
3. Ethical issues concerning EBI
As per the understanding and clarification perceived from the referred content from the adaption called out above, the effort has been made to work as per the guidelines of avoiding the ethical issues in all phases of the study which includes before the study gets conducted; At the inception; While the Data gets collected and ; and finally during reporting and storing of the data
In the beginning of the study-
The Objective and intent behind conducting Focus group discussion and EBI work is well informed to the participants.
No consent form to participate in research work has been requested. No Prejudice while interaction with any stakeholders of this research work has been done and have ensured to have no influences (LaFrance & Crazy Bull, 2009).
At the time of collection of data-
Participants have been provided inputs and possible direction wherever required and kept the discussion interactive for their active participation in the study and at the same time ensuring them objective of research work.
Checks to ensure that the group of participants are not exploited, abused or coerced to participate in research work. They have been given incentives in terms of freebies such as free subscription to online classes and study materials for one year.
Precautions and checks in place to ensure not enter unnecessary discussions and avoid collection of harmful information (Patton,2002).
Maintaining confidentiality of the Data collected for the research work
Identities of participants have been kept confidential and not disclosed on any public platform. Participants have been given nick names at the time of focus group discussion to keep their identity hidden. Anonymity of participants and organisation have been protected.
Data has been analyzed avoiding taking sides of participants and highlighting discussions which put participants in favorable position
All findings of study have been analyzed and positive as well negative aspects related to objective of research work has been included.
Results of this study will be shared among participants and other stakeholders of this research work and on public platform for readers to get benefitted from it.
Results of this research work will neither be suppressed nor falsified to meet the objectives of proposed change considered in this EBI.
Results of this research work will be shared among participants and management of my company.
APA guidelines with respect to use of unbiased language with appropriate level of specificity, language that is sensitive to labels and acknowledgement of participants have been followed (APA, 2010)
4. Reflections: Influence of my position in organisation on EBI
Affect of my job position in evidence gathering
As marketing head of my company, I am able to access all secondary source of information required to move on into this research work. Along with that my boss has given me full flexibility in accessing any information pertaining to gathering evidence related to this EBI and proposed changes considered in it. My Colleagues and other staffs of my company are supporting initiative of collecting evidence through organisation of Focus group discussion with students who are major stakeholders for which this change has been proposed in my EBI and also in my organisation. My job position as marketing head of company helped me in convincing students to participate in the discussion and keep on interacting with these students on positive node when they join discussion virtually through internet.
Constraints over the use of data gathered as evidence within proposal
Only 50 students from different parts of this country has been considered for conducting Focus group discussion to take a transformational change in my organisation to shift from online teaching to Blended teaching system. Sample size considered to propose such a big change is major constraint I am facing in suggesting this proposed change to my organisation. I am skeptical with regard to results that will pop out of this qualitative research work. So whether to increase sample size or not is a major constraint for me as of now in using data to be gathered as evidence within this proposal. I have shared this with my boss and he is ready to accept my decision of increasing sample size to 150 to 200 students from all around the country.
As such there is little or no chance of occurrence of such events as I am convinced to not to divert discussion away from the objective of this proposal. This is why I am in personal touch with these students for so long and reminding them objectives of this research work and its importance for my research work. Participants will be well informed in advance not to share any confidential information that may harm them and also to protect privacy of other participants and not to disclose any confidential information discussed in Focus group discussion. Participants will be conveyed in advance to not to disclose in public domain any confidential information that has been shared while focus group discussion either related to participants or company (which will however not be shared among participants but in case it happens). There is an alternative solution to it in my mind too. Since discussion will take place through virtual meeting apps. I will put everyone on mute in case someone starts sharing his/her confidential information related to them and later on edit that part from recorded video.
[ RBL Academy with its strong team of teachers is offering home tutors for Accounts, Business Studies, Economics, Cost Accounting, Management Accounting, Financial Management, Corporate Finance, Financial Derivatives, Corporate Tax Planning, Income Tax, Strategic Financial Management, Advance Cost Accounting, Operation Research, Operation Management, Auditing, Investment Management, Security Analysis and Portfolio Management, Business Statistics, Managerial Economics, Micro Economics, Macro Economics, Research Methodology, Compensation Management, Industrial Relations, Supply Chain Management, Human Resource Management, Marketing Management and other subjects as per students' requirement.]
References
· Alvarez, S, 2005, “Blended learning solutions”, In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved October 10, 2005, from http://coe.sdsu.edu/eet/articles/ blended learning /start.htm
· Badawi, MF, 2009, “Using Blended Learning for Enhancing EFL Prospective Teachers Pedagogical Knowledge and Performance”, Conference paper: Learning & Language .
· Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
· Kanuka, H., Brooks, C., & Saranchuck, N. (2009). Flexible learning and cost effective mass offerings. Paper presented at the Improving University Teaching (IUT), Vancouver, CA.
· LaFrance, J., & Crazy Bull, C. (2009). Researching ourselves back to life: Taking control of the research agenda in Indian Country. In D. M. Mertens & P. E. Ginsburg (Eds.), The handbook of social research ethics (pp. 135–149). Thousand Oaks, CA: Sage.
· Lincoln, Y. S. (2009). Ethical practices in qualitative research. In D. M. Mertens & P. E. Ginsberg (Ed.), The handbook of social research ethics (pp. 150–169). Thousand Oaks, CA: Sage.
· Mansvelt, J., Suddaby, G., O'Hara, D., & Gilbert, A. (2009). Professional development: Assuring quality in e-learning policy and practice. Quality Assurance in Education, 17(3), 233-249. doi: 10.1108/096848809 10970641.
· Mertens, D. M., & Ginsberg, P. E. (2009). The handbook of social research ethics. Thousand Oaks, CA: Sage.
· Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage
· Salmons, J. (2010). Online interviews in real time. Thousand Oaks, CA: Sage.
· The American Psychological Association Ethical Principles of Psychologists and Code of Conduct, Including 2010 Amendments (www.apa.org/ethics/code/index.aspx)
· Vladimir Abramenka (2015). Students’ Motivations and Barriers to Online Education submitted to Grand Valley State University.
[RBL Academy has been continuously assisting students of BBA, B.Com, MBA, PHD and other course of Indian and Foreign Universities for preparation of Summer Internship Project Reports and assignment solutions for case study and other class assignments. RBL Academy provides BBA, B.Com, PHD, MBA Projectreport on Marketing Management, Financial Management, Human Resource Management, Operation Management and other topics as per requirement of students.]
Evidence-based Progress Report PART II
It is of immense importance to bring necessary changes in education system to cope up with challenges experienced by society and make this system more versatile and adoptable for all stakeholders linked to it (Kelly, 2009). Stakeholders must continuously evaluate and validate such changes to make learning and teaching more effective and bring necessary reform to education system in response to economical, social and political instances forcing traditional system to shift to new mode of education system.
With rapid technological advancement and revolution in computer and internet world, traditional education system has been moved to online system of education with a catalytic speed (Sethy, 2008). Increased use of internet and World Wide Web has paved the way of concept of online education an alternative to class room teaching. The number of students taking online classes has been increased significantly with an average growth rate of 9.3 % (Allen 2013). However, there is very low retention rate of students in all types of educational institutions. With getting familiarity and comfortability with internet, it was thought this issue will get resolved but still students oppose to this system (Allen & Seaman, 2013).
Changing scenario in education sector where classroom teaching is now becoming an old days phenomenon and rapid inclusion of online medium for learning is seen as future in education sector is posing critical issues to companies engaged in offering online classes to students. The company in which I work is an online education provider for entrance and competitive exams and the major problem company is facing relates to convincing students to join online classes for preparation of their entrance and competitive exams and retaining them till course session ends. Management of company is struggling with it and seeking for a change to overcome this problem and give a fresh start towards success of the company.
A lot of research has been done to envisage advantages and disadvantages of online education system (Wang, 2010). Lack of knowledge and awareness, very low rate of adoption of online classes, lag in use of technologies in accessing online learning resources and illiteracy of computer knowledge, poor quality of online study materials, issues in engaging students during online classes, diversion of concentration of students while attaining online classes, poor accessibility and internet connectivity in rural areas are major issues embarking failure of online teaching system (Aidrina binti, 2018). There is a lag of socialization process in online system of education (Vladimir Abramenka, 2015). Communication and collaboration among teachers and students become challenging in online teaching which demotivate students to attain online classes (Vladimir Abramenka, 2015).
1. What are the problems students faces while taking online classes?
2. What changes should be made to enhance students’ learning experience and satisfaction in online teaching system?
The major objective concerning this EBI is to identify issues being faced by students in online teaching and devise an alternative set of education system that meets students’ expectations and fit in broad framework of providing effective education to them at marginal cost.
Keeping in view major challenges posed by online education system, a new system of mixed or blended education system has been proposed to incorporate strengths of online and class room teaching (Azizan, 2010) and make learning more effective and fruitful for students.
Blended learning enhances learning experiences and satisfaction of students as well as improves outcomes of learning (Lim, & Morris, 2009). Blended learning contributes to face to face communication (Ginns & Ellis, 2009) and facilitates a prominent environment where teachers can spend more time with students either individually or in small group and renders flexibility in using online and offline learning materials and resources (Oh & Park, 2009) thus promoting an interactive and collaborative environment for communication and social interaction among students and teachers (Yuen, 2010) much needed to increase retention of students associated with institutions.
This system of education that embraces mix of class room teaching and online teaching offers better learning through online resources and active participation of students in classroom (Chen and Jones (2007) and thus changes learning experience and satisfaction level of students positively (Davis & Fill, 2007). In a Research study on Blended learning 70 % of participants gave their strong agreement for blended learning and finds it better learning platform than face to face setting or E –learning alone and 90 % respondents prefer blended learning than class room setting or E-learning setting (Teng et al. 2007). It removes time, spatial and situational barriers and enable top quality communication and collaboration among teachers and students (Kanuka, Brooks, & Saranchuck, 2009).
In order to tackle this situation, after going through number of journals on online education system and Focus group discussion with students, I arrive at a conclusion to propose and implement Blend system of education (Mix of Online and Classroom teaching) to be offered to students in order to keep intact benefits of class room teaching and E-learning together to double students’ experience and improve quality of learning for students.
The three critical success factors (Stacey, 2008) in adopting blended learning education system by an educational institution includes-
It is very necessary to inculcate proposed change in the strategy of the organisation so that company with all its resources can best utilize benefits of proposed change in achievement of organisational goals of increasing revenue and long term growth in fine tune with its vision, mission and objectives (Graham, 2013).
Support from management in implementation of blended education system requires facilitating conditions such as training of employees to combat necessary changes, and visualizing the belief that social resources exist in work place setting to move positively towards proposed change (Gallivan, 2005)
It refers to ability of company to successfully execute the proposed change not in terms of building internal efficiencies but also transforming such efficiencies for maximum benefit of students’ learning process (Ulrich, 1991).
An instructional designer (Project leader) who is competent in blended education model with an adequate action plan had been assigned responsibility to inculcate necessary changes. Teachers have been asked to prepare themselves to structure and develop learning tools and mechanisms to exploit potential benefits of the model. A close interaction among instructional designer, various departments of organisation (HR, IT, Finance & Operation) and teachers are must to appropriately develop sound technological and physical infrastructure and communication process to effectively manage entire change in the system and thus leads to successful implementation of this model.
This proposed change will enable company to gain a competitive advantage over rivals as no other institutes engaged in rendering coaching for entrance and competitive exams have currently adopted this system of education, thus enabling increase in admissions to the institute and profitability.
Easy tapping of students from rural areas
Due to technological interventions in terms of slow internet connection or absence of computer/laptops/smart phones among students, my company was unable to target students residing in rural areas, which can now become easier as setting up of physical centers in rural areas will help us to facilitate technological infrastructure to rural students thus encouraging them to join our institute
This change will help to increase number of students’ enrollments for different programs conducted by my institute thus enabling company to generate more revenue and thus profitability.
Change in cost and profit structure
In initial stage, opening physical center will increase cost of the company by 30 % but financial estimation as calculated by finance head of the company assures doubling of revenue in first phase of set up of physical centers at two locations from where we get maximum leads of students.
Increase in productive efficiency
Productive efficiency in terms of resolving queries of students, enhanced learning experience, facilitation of medium of interaction among students and teachers physically and improvement in learning outcomes will tend to grow tremendously, thus assuring success of this initiative in short and long term as well.
Bringing change in the organisation needs immense support from management, team members and stakeholders who have been part of such change. Process of change management in case of implementation of blended education system for an institute currently offering online classes require complete transformation in its strategy, mission, objectives and vision. It is like setting up a new organisation and moving away from former set up completely. People from other department opposes such change but when bigger picture of this change has been elucidated and aligned with vision of the organisation, it has encouraged members of the organisation to favour such changes. Blended education system is need of the day for all institutions engaged in rendering online education services to fit with the expectation of students and meet their learning requirements. Process of this change for such institutions before acting upon it will appear near to impossible in terms of bring necessary structural and infrastructural change in the organisational set up but its benefits in terms of revenue generation and increase in profit potentiality is much higher than our estimated expectations.
Our team decided to work on a pilot project before implementing proposed change completely to the organisation. For this purpose, we selected opening up of two physical centers at places from where we used to get maximum queries for admission. We found sudden surge in queries as well as in admissions from such locations demanding mix of online and offline classes. Ratio of online and offline classes have been currently kept 2.5:1 on random basis and we found increased interest of students in attaining online classes. Offline classes have been mainly kept for doubt sessions and increasing interaction of students with teachers and peers. Current results are quite astonishing and I recommend institutes to adopt same methodology while initiating such changes.
[RBL Academy provides assignment solutions on different subjects of BBA, B.Com, MBA & PHD students thus allowing students to submit their B.Com, BBA, MBA & PHD assignment on time in their Colleges and Universities of Indian and Foreign Origin. Offering Project and Assignment solutions to BBA, MBA, PHD & B.Com students without Plagiarism is our responsibility to students. RBL Academy provides under one roof - coaching classes, Home tuition, home tutors, online tuition, online tutors, free study material and notes, Project and assignment solutions for Class 11, 12, BBA, B.Com, MBA & PHD students.]
Process of change followed a series of steps in my organisation-
1. Aligning objectives of change with business strategy, objectives, mission and vision of organisation.
2. Evaluating positive and negative expectations and influence of stakeholders mainly students /customers.
3. Conducting a feasibility and viability study of proposed change in economical terms
4. Initiating and implementing change as a Pilot Project in some areas instead of whole organisation
5. Monitoring performance and results of proposed change
6. Implementation of proposed change at organisation level if results are as per expectation and objectives set before initiating change.
Impact of key Stakeholders’ attitude on EBI
Key stakeholders’ Attitude towards EBI has been analysed using Stakeholder engagement matrix (PMBOK, 6th ed., ch.13.2.2.5) (Ackemen & Eden, 2004)
C-Current Level of engagement
D-Desired level of engagement
While initiating and conducting my EBI, I get immense and extended support and advice from the owner of the company more than what has been expected. In an Endeavour to get best results out of this proposed change, study material preparation team and operation head of company have remained in continuous teach with me and stepping one step ahead they helped me some critical insights and valuable information to work on this EBI and proposed change more relentlessly and with great ease in terms of tackling learning resources issues and operational complexities of embedding this change in organisation. HR head remained neutral and were little nervous with regard to proposed change with a sense of increase in work load on their part which has been later resolved after assurance of owner of the company that more employees will be added in HR department after desired success of pilot project and implementation of proposed change throughout the organisation.
Critical impact of theories on EBI
Theories taken into consideration for this EBI was Kurt Lewin’s change management model (Lewin, 1947) and Nudge theory of change in behaviour (Richard, 2008). While going through issues company was facing few months back, I decided to frame my EBI keeping those issues and perceived complexities of those issues and devise a sound resolution to eliminate such issues my company was facing came in the form of bringing a change into our course structure and shifting our online mode of rendering coaching service to blended platform. The EBI itself demanded for a broad and comprehensive restructuring of organisational services rendered to students while meeting expectations of students of students. It also demanded to bring change in perception and behaviour of employees to welcome the move of proposed change and cater to the needs of planned change to be executed at organisation level. After going through various theories and practices available to incorporate such a structural change in organisation at new product development level, I found these theories more promising and offering desirable results of successful implementation of change in my company with support of all stakeholders linked to it.
Lewin’s theory is a three step model of facilitating change from Unfreeze to change to refreeze conditions. This theory helped me in attaining what I and owner of company wanted to exhibit to stakeholders to the change. Challenges of applying this theory occurred at first and second stage of unfreezing and bringing change where it was difficult to completely move away from current working condition to a different set of working condition within a very small time period. Thus, instead of applying changes in whole organisation set up, we have adopted a complete different approach in initiating proposed change in organisation by undertaking a pilot project on blended education system in which we opened two physical centers to check feasibility and viability of this system of education in our courseware and its adoptability among our employees and users of this system. Results of pilot project was quite astonishing and brought smile in face of owner and internal stakeholders of organisation in terms of surge in admissions at those locations more than expectation and thus giving a positive sign of applying such change in whole organisation and setting up of more physical centers at different cities in the country with support of all.
Nudge theory was thought important in the beginning of this EBI to understand perception and decision making process of all stakeholders towards the change and bringing necessary modification in their decision behaviour by eliminating negative influence of such change. Initially, it appeared very difficult before interacting with students and I felt students will not like this idea and I have to work on getting some other alternatives to minimize negative influence of online teaching and convince them to adopt online teaching. But discussion itself moved towards adoption of blended education from participants of Focused Group Discussion. And this theory got a little application in this EBI with an exception to convince HR head to look towards this change positively.
[RBL Academy provides coaching classes, home tutor, online tuition, project and assignment solution for Class XI & XII Accounts, Business Studies, ECONOMICS, psychology, BBA, B.Com (H), MBA, CS CA CPT, IPCC, FINAL, CMA]
Critical use of Inquiry Evidence
The major source of evidence for this EBI and proposed change derives its roots from
· Information derived from Focus Group Discussion
· Journals and articles on different modes of education system and efficacy of blended learning
· Responses of Friends on issues and problem related to my company and this EBI working in similar type of organisations
· Company’s data related to total number of students’ inquiry and their conversion into admission for different periods, sales team report on feedback of students seeking reasons for denying to join online classes, feedback report on students who joined online classes but left in middle of the session.
· Cost sheet and Profitability estimation report prepared by Finance team to check feasibility and viability of report.
· Feedback of teachers towards resolution of problem and adoption of proposed change.
In order to conduct and make efficient use of evidences being collected and sourced for successful implementation of proposed change, four step learning cycle have been followed in contrast to Kolb’s learning cycle (Kolb’s, 1984) –
Encountering problem that relates to denial of students to join online coaching and increase in number of students dropping online classes without completing whole course are the major concerns over which this EBI is built upon. Initially, I felt technological intervention and conservative thought of parents favoring class room teaching the major reasons diverting students away from online coaching. In order to get more concrete ideas to get an in depth knowledge of the problem, I spoke to some of my friends engaged in similar type of organisations, who were also facing same problems in their organisation. On reasons for the same, they have different perspectives. They found failure to concentrate in online classes, poor retention, two way effective communication between teachers and students and problems in access of sports material as major source of this problem.
After going through various journals and articles on failure of online teaching and alternative education system, communication and collaboration among students and peers (Vladimir Abramenka, 2015), lack of socialization, Lack of knowledge and awareness, very low rate of adoption of online classes, lag in use of technologies in accessing online learning resources and illiteracy of computer knowledge, poor quality of online study materials, issues in engaging students during online classes, diversion of concentration of students while attaining online classes, poor accessibility and internet connectivity in rural areas are major issues embarking failure of online teaching system (Aidrina binti, 2018).
On analysis of results of Focus group Discussion; poor connectivity, discomfort of sitting long in front of screen, interaction and socialization with friends and personal connection and communication with teacher in terms of solving doubts and getting a personal guiding hand came to be major source of issues in non adoption or quitting of online coaching in middle of session. Feedback report of students denying online coaching also gave similar reasons with priority of having physical face to face interaction with friends and teachers are lagging in online coaching. Students attending Focus group Discussion and Feedback report of students denying online coaching sought blended education system a better alternative to online coaching which has capability to eliminate barriers of online coaching and incorporate benefits of class room teaching.
After gaining insights on core issues of problem and solution sought, the entire information has been shared with key internal stakeholders of the company to get their feedback. Owner of the company, who is my immediate boss, supports the similar solution and decided to initiate this proposed change as a pilot project in areas from where we were getting demand of mix of offline and online coaching and other stakeholders gave their consent towards this move. A Feasibility report on proposed change has been decided to be prepared.
Number of enrollments in those physical centers increased in a much faster way than expected with very less effort to convince students for Blended coaching. Profit ratio as compared to extra cost incurred to organisation due to set up of physicals centers and increase in employees was much higher than estimated cost and profit budget prepared by finance team.
Looking into immense success of these two centers started as pilot project, company has now planned to move away from online coaching to completely blended coaching provider for entrance and competitive exams and pipelining resources towards adoption of this proposed change at organisational level.
Impact of ethical consideration on EBI
Ethical considerations helped me to conduct my research work more diligently and with discipline and without diverting focus away from major problem and getting best solution to it. Biasness in collection and analysis of data has been avoided and all guiding principle of research ethics been followed (Mertens, 2009), (APA 2010).
[RBL Academy offers coaching classes, Home tutor, Online tuition, home tuition, Project and assignment solutions to BBA, B.COM (H) & MBA students from various institutes and universities such as Amity University, IGNOU, CCSU, MDU, ROHTAK UNIVERSITY, D.U., G.B.T.U., M.T.U., S.M.U., P.T.U., Annamalai, Jamia, Jaypee, IILM, NIILM, U.P.T.U., Manav Rachna University, Sharda University, Lovely Professional University etc.]
Critical/Productive Time Period in EBI
Time Period 1 (August15 to September 15, 20....)
This period has been used to access multiple theories, journals, articles, interaction with my friends, department heads, my boss and teachers, preparing feedback report on reasons of students denying online coaching and who left in between selecting students for Focus Group discussion, scheduling Group Discussion meeting and offering freebies to them thus getting exact information on source of problem and critical assessment of change as proposed for the problem sought.
Time Period 2(September 16 to October 15)
This period is marked by organizing Focus Group discussion with selected students in Covid protected environment, compiling information of discussion, analyzing and preparing summary of major problem areas sought by students in attaining online classes and solutions provided by them to eliminate those problems. Information collected and analysed has been shared with owner of the company and departmental heads to get their perspective on proposed change and working on necessary infrastructural changes required to implement such change.
A meeting has been called upon by my boss consisting of all department head including me and a decision has been made to initiate this change with opening up of two physical centers by October 10, 2020 and measuring its impact on admission enrollments. Two centers have been opened within prescribed time frame and students residing nearby those physical centers (database of students’ inquiry and students who left in between) have been informed about the same. We got an overwhelming response from students’ side to join our course, the new batch for which was started from October 25 and experienced a tremendous increase in enrollments much higher than pre covid period admissions for a particular batch.
With effective management of time and support from my boss and department heads, it has become very easy for me to collate theoretical knowledge, results of focus group discussion and feedback report prepared thus enabling me to draw on a conclusion for this EBI that Blended education system is the best alternative to overcome the issues being faced by company. Since everything goes in a planned manner and government has permitted to run physical classes taking covid precautions which was icing on the cake for evaluation of success or failure of our pilot project, nothing extra needs to be done differently to conduct this EBI and its progress.
EBI Progress/ Outcome four weeks prior to submission
All that needs to be done for compilation of this EBI has been completed by October 15, 2020. Results of initiated change of opening physical centers started giving fruitful results. New batch of blended coaching has been started from October, 2025 and feedback from students of this education system is fascinating and they are liking this combo of online and offline classes offering them flexibility to watch recorded classes, attain classes sitting at comfort of home, access to huge online learning resources and doubt resolution face to face physically in classroom and interact with other students and teachers physically.
Actions and their impact on the organisation post EBI
Post EBI, impact of this change will initiate redesign of strategy, mission, vision and goals of the organisation. Instead of targeting on students seeking online classes, focus will shift towards new customer segment seeking blended coaching for our courses. A new market segment of rural area students will grab focus of the company which will help to increase number of enrollments as well as increase in profitability of the company. Structural change requires setting up a new administrative department to look after operations and activities of physical centers and avail necessary resources to facilitate successful implementation of change. All department heads are happy with results coming from physical centers remove obstacles of facing issues in implementing this change in whole organisation. Owner of the organisation is himself taking keen interest and supporting this change environment, hence restrictions and politics will play no role at any levels of the organisation.
Decision of opening two physical centers are ripping benefits to company, most probably by end of this year, the company will make a paradigm shift from its online coaching services to blended education system and start offering mix of offline and online coaching for entrance and competitive exams in different parts of the country while gaining a competitive advantage over its competitors. Company has planned to open more number of physical centers in rural areas to tap a new customer segment which is untouched by rivals and dominated by local coaching centers. Adoption of Blended education system will help company to overcome problems being faced by it few months back and move in positive direction of success and huge growth potential in short as well as in long run.
[RBL Academy assists these students in almost all subjects of their curriculum such as Financial Accounting, Corporate accounting, Cost & Management Accounting, Investment Management, Economics, Operation Research, statistics, Research Methodology, Marketing Management, Customer Relationship Management, financial Management, Income Tax, Indirect Tax, Company Law, Business Law, Corporate Finance, Financial Risk Management, Human Resource Management, Operation Management]
Influence of Theories and Concepts of Management & Leadership on EBI
While working on this EBI and problems surrounding it, I had a gut feeling that my company needs to come out of obsession of online coaching as best practice for students preparing for various competitive and entrance exams. With new advancement in technology and mission to match global standards of education, my company was in a continuous endeavor to adopt best practices and deliver top quality learning resources to students with an objective to get maximum number of success in cracking various entrance and competitive exams. Initially, I perceived restrictions of teachers and students to not to adopt technological requirements of conducting and attaining online classes a major drawback for success of online coaching, non convertibility of inquiries into admissions and students leaving online classes in between. But instead of prioritizing my perceptions and gut feeling, I decided to work on principle of 5 W 1 H (David, 2019), a questioning technique in which 5 W depicts five different question of what, why, when, where, whom and 1 H depicts how; and that helps to understand a problem systematically and scientifically by getting detailed picture of situation, gathering adequate and relevant information, looking into problems from different perspectives, leading it more effectively and thus framing best possible solution to it. This method helped me at all stages of this EBI ranging from exploring and defining problem, searching and evaluating alternatives, reaching to a decision in the form of best alternative solution, communicating to major stakeholders and implementation and review of change that took place at pilot level in my organisation. Wherever and whenever I got stuck, it helped me to structure my thought process by getting answers on these six questions and improving my EBI at each level of its preparation.
This method helped me to move away from complexities of Focus Group Discussion by asking two questions instead of multiple here and there question which I framed earlier to do so. On gathering information, instead of focusing on irrelevant data and using bunch of official records, it helped me to getting a sense of using that parts of student database and get feedback from those students out of thousands of queries who left classes and those who raised issues concerning online coaching in their queries recently. It allowed me to remained focus and devise a concrete solution to the problem which can be well integrated with organisational structure and objectives with minimum possible cost and maximum gain to the organisation not only in short term but also in long run.
While coming across in dealing and communication with heads of different departments and teachers, I adopted to act as participative leadership (Lewin, 1930-40) rather than autocratic (owner of company has delegated special power concerning solution to the problem), in which I sought active participation of all members from problem definition phase to conduct of focus group discussion, formulation and implementation of proposed change at pilot level. All members took active participation at all stages of discussion, contributed their valuable time out of their busy schedules, shared their opinions, thoughts and recommendation with regard to the problem and solution sought and its implementation.
I experienced that if I have not engaged them, worked alone and used my discretionary power of reporting to owner of company and not sharing with others or seeking their approvals and opinions, this proposed change could not be implemented either at pilot level or in whole organisation and it could have been thrown in dustbin considering it a waste paper. It has taught me a lesson that if you want to get rid out of a problem prevailing in the organisation and damaging sustainability and growth of company, one should go into depth root cause of the problem seeking opinions of major internal stakeholders, persuading them to search for alternatives, taking initiatives to come out with best alternative solution and then using that solution in welfare of organisation. It will eliminate resistance of employees in bringing changes and accepting it positively with boost in their morale and motivation level.
Theories Rejected/Less successful for EBI
Kurt Lewin’s Change management model (Lewin, 1947) and Nudge theory of behavioural change (Richard, 2008) has been considered at the beginning phase of this EBI work to be used to implement, monitor and review proposed change that will take place in the organisation. While working on this EBI and collecting, analyzing and communicating information to owner of company, I thought I will be using Nudge to influence perception of my boss and persuade him and his behaviour to consider blended education system as a better alternative to online medium of coaching. But I felt that there was very less required to bring change in behaviour of my boss as he himself was convinced to it that blended system is better option looking into current scenario of performance of company. Since, he participated in Focus Group Discussion voluntarily, contributed his time and effort and went through details of feedback report of students collected to strengthen the proposal of change, there was very less left to modify his behaviour putting positive aspects of this change and eliminating negative thoughts for it.
This theory got its application while changing perception and attitude of HR head that was initially not in favour of blended education considering this experimental change a risk for the company and detrimental change in organisational strategy, structure and mission of the organisation. But later on, seeing positive response from two physical centers opened, he finally agreed and accepted this proposed change a detrimental factor for success of the organisation.
It was perceived that this theory will be useful while influencing behaviour of students and consider blended education a medium which incorporates advantages of classroom coaching and online coaching together but students themselves favored this system instead of online coaching in discussion process in focus group discussion and data collected through feedback of students who denied online coaching or who left after joining in the middle of session. so this theory became less fruitful at this point of time too.
Influence of Methods of inquiry on EBI
Focus Group discussion method has been followed to derive at conclusions of proposed change along with thorough study of various journals and articles related to current problem in hand. During preparation of this EBI, I felt to interact with student and discuss problem and seek their opinions towards it. I conducted interview with some students but I found they are hesitant in responding and finding difficulties in answering two research questions considered for this EBI. When asked they favored group discussion on the topic rather than personal interview. In Focus group discussion, I observed positive and active behaviour of students towards the topic and they participated actively and kept their opinions freely and showed their eagerness in exploring core issues and seeking a solution that meets their expectation of quality and improved learning thus keeping them satisfied, happy and motivated to prepare for their exams with zeal and devotion.
Review of various literatures and articles helped me to keep focus group discussion simple instead of making it complex and tiresome for students with an inclusion of two simple questions that best addresses the problem and a means to get a valuable solution that best fits students’ requirements.
In order to consider more samples to check whether responses received are similar or varies to authenticate and validate proposed change, Feedback from students who denied joining online classes or left in middle; have been collected asking same two questions and feedback report produced similar result as derived from focus group discussion. To get more visibility, feedback from teachers on same line has been conducted to collate issues of students’ with opinions of teachers and feasibility of proposed change from their point of view to authenticate and validate proposed change to be considered in EBI. This helped me to keep intact with similar proposed change and communicate and discuss it with internal stakeholders with more confidence and relevant facts.
[RBL Academy provides coaching, home tuition, home tutor, online tutor, online tuition, project and assignment solutions for XI, XII, BBA, B.COM (H), MBA & CA students from various schools, institutes and universities such as Amity University, IGNOU, CCSU, MDU, ROHTAK UNIVERSITY, D.U., G.B.T.U., M.T.U., S.M.U., P.T.U., Annamalai, Jamia, Jaypee, IILM, NIILM, U.P.T.U., Manav Rachna University, Sharda University, Lovely Professional University etc.]
Power and politics in an organisation plays a crucial role and impacts behaviour of employees towards prioritizing tasks, engagement in an activity, building and maintaining relationships, attaining productive efficiency, nurturing happy work culture at work place, employee morale, job satisfaction and overall organisational structure (M.T.Wroblewski, 2018). Change is considered to be resisted always by one or more in the organisation if even it can reap benefits to organisation (Paul Strebel, 1996). But this may not be always true in the sense that power and politics influences behaviour and belief of people at work place setting and cause unnecessary impediments in smooth functioning of organisation.
If top management of organisation supports activities that can help organisation to increase its efficiency as happened in my case of EBI preparation where I got immense support from my boss and members of top management, significance of power and politics lose its existence and a fair game of putting good things at place that can benefit organisation as a whole are kept at priority disapproving any type of clichés spurring among different departmental heads. I experienced it throughout this period of working on this project and found this assumption in theories of management no place in a work environment where people are motivated and eager to open a new road of success of organisation.
Bringing a major change in organisation as in case of my EBI where we are shifting ourselves completely from one mode of offering education to a completely different mode of education that requires broader organisational structure and physical infrastructural change; is always considered a tough phenomenon as it demands change in policies, mission and vision statement of organisation. But if change is proposed and implemented with relevant facts and figures supporting proposed change and with cordial and active participation of major stakeholders of organisation, instances of restriction against proposed change remains minimal and is welcomed at all levels of organisation.
Express impact of MBA study on current areas enhanced (or future career enhancement).
MBA education led a great way of success not only in preparation of this EBI but also helped me in grasping major concepts of managerial framework that has given me an unique perspective of looking into problems impact of which appears minimal or minor initially but cross analysis of such issues and getting a perfect solution to it enhances productive efficiency and reduces wastage of the company thus keeping company functioning in smooth and profitable manner. Each and every activity performed in an organisation is fruitful till one starts exploring them in a unique way and targets to either eliminate redundancies or develop better alternative to it. Managing people at work place becomes easy if one takes into account opinions and perspectives of other person and considers their priority equally important. Clarity and deep understanding of problems assists in exploring and evaluating it from various perspectives and collecting adequate and relevant data thus facilitating development of optimal solution. Leading always creates obstacles and one must remain alert while adopting such practices when one is not familiar with the current situation in the organisation.
Any other change (if any) influence on EBI
If not looked into issues being faced by my company more critically and with a perspective to go into depth of the problem to find solution, this EBI could have taken different shape. Instead of proposal of blended education system, the solution could have roamed here and there in improving quality of E-Learning resources, offering smart devices to students to attain online classes, firing current teachers associated with my company and hiring new ones, hiring of more talented sales personnel or increasing advertisement expenditure budget. Active participation and support of stakeholders and their unbiased responses and their eagerness to accept proposed change has motivated me and owner of company to implement proposed change in the whole organisation. Sound implementation of decision making and management process led to conduct this EBI, collect and analyze data and communicate results to internal stakeholders in timely manner, utmost required to successful implementation of proposed Change in the organisation.
Overall learning from the manner EBI was conducted
Conducting research requires dedicated and effortless engagement of person undertaking it. Biasness in selection of respondents for survey, collection and analysis of data leads to failure of research and inability of research results to address issues and problems considered for research work. Due diligence and patience while collecting inquiry based evidences, fair and unbiased analysis and interpretation of data collected and keeping motivation and morale level high are utmost important when one is researching with an intention to get an optimal solution to problem/s categorically defined in research work.
Opinions, suggestion, advice and recommendation of stakeholders must be kept at priority while addressing problems that demand a detrimental structural change in the organisation. Keeping morale and motivation level of internal stakeholders to participate and give valuable inputs are essential for successful conduct of evidence based research work and generate optimal solution to a problem addressed in an EBI. Grasping depth understanding of problems, exploring opportunities and alternative solutions to the problem, keeping sources of problem at priority, valuing responses of participants of survey and other stakeholders while selecting optimal solution and getting support of members of top management while discussing and getting approval for proposed change are critical to successful implementation of outcome of EBI in the organisation.
References
1. Ackermann, Fran & Eden, Colin & Brown, Ian. (2004). The Practice of Making Strategy.
2. Aidrina binti Mohamed Sofiadin (2018). Development and Evaluation of a Sustainable e-Learning Framework for Higher Education Institutions in Malaysia.
3. Allen, E. I., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950.
4. Azizan, F.Z. (2010). Blended Learning in Higher Education Institution in Malaysia. Proceedings of Regional Conference on Knowledge Integration in ICT.
5. Chen, C.C., & Jones, K.T. (2007). “Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course”. The Journal of Educators Online, 4 (1).
6. David Galiana (2019), The 5W1H Method : Project Management defined and applied retrieved from https://www.wimi-teamwork.com/blog/the-5w1h-method-project-management-defined-and-applied/.
7. Davis, H.C. & Fill, K. (2007). “Embedding blended learning in a university’s teaching culture: Experiences and reflections”. British Journal of Educational Technology, 38
8. Ginns, P. & Ellis, R.A. (2009). “Evaluating the quality of e-learning at the degree level in the student experience of blended learning”. British Journal of Educational Technology, 40(4), Pages: 652-663.
9. GALLIVAN, M. J., SPITLER, V. K., KOUFARIS, M. (2005) Does Information Technology Training Really Matter? A Social Information Processing Analysis of Coworkers' Influence on IT Usage in the Workplace. Journal of Management Information Systems, 22(1): 153-192.
10. Graham, C. R., Woodfield, W. & Harrison, J. B. (2013) A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education, 18: 4-14
11. Kanuka, H., Brooks, C., & Saranchuck, N. (2009). Flexible learning and cost effective mass offerings. Paper presented at the Improving University Teaching (IUT), Vancouver, CA.
12. Kelly, A. V. (2009). The curriculum: Theory and practice (6th Ed.). London: SAGE.
13. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
14. "Kurt Lewin (1930-40): groups, experiential learning and action research" retrieved from https://online.stu.edu/articles/education/democratic-participative-leadership.aspx.
15. Lewin's, 1947 Lewin's change management modelUnderstanding the three stages of change (1947) Available at: http://www.mindtools.com/pages/article/newPPM 94.htm. (Accessed on 14 April, 2016)
16. Lim, D.H., Morris, M. L., & kupritz, V.W. (2006). “Online vs. Blended Learning: Differences in Instructional Outcomes and Learner Satisfaction”. Retrieved from: http://eric.ed.gov.
17. Mertens, D. M., & Ginsberg, P. E. (2009). The handbook of social research ethics. Thousand Oaks, CA: Sage.
18. M.T.Wroblewski, 2018. The Impact of Power and Politics in Organizational Productivity retrieved from https://smallbusiness.chron.com/impact-power-politics-organizational-productivity-35942.html.
19. Oh, E., & Park, S. (2009). “How are universities involved in blended instruction?” Educational Technology & Society, 12 (3).
20. Paul Strebel, 1996. Why Do Employees Resist Change retrieved from https://hbr.org/ 1996/05/why-do-employees-resist-change
21. PMBOK, 6th ed., ch.13.2.2.5 (The Project Management Body of Knowledge) retrieved from https://project-management.info/stakeholder-engagement-matrix/#1-how-to-create-a-stakeholder-engagement-matrix.
22. Richard Thaler and Cass Sunstein (2008) Nudge: Improving Decisions About Health, Wealth, and Happiness
23. Sethy, S.S. (2008). “Distance Education in the Age of Globalization: An Overwhelming Desire towards Blended Learning”. Turkish Online Journal of Distance Education, 9 (3).
24. STACEY, E., GERBIC, P. (2008) Success factors for blended learning. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne. available online at: http://www.ascilite.org.au/conferences/melbourne08/procs/ stacey.pdf (last access on 16 May 2015)
25. Teng, Y.-T., Bonk, C. J., Kim, K.-J., Oh, E. J., Son, S. J., Zeng, T., & Cheng, J. (2007). Strategically planning for blended learning: A cross-cultural comparison. In J. Clarey (Ed.), The real story: Blended learning (pp. 101-114). Sunnyvale, CA: Brandon Hall Research.
26. ULRICH, D. & LAKE, D. (1991) Organizational capability: creating competitive advantage. Academy of Management Executive, 5(1): 77-91.
27. Vladimir Abramenka (2015). Students’ Motivations and Barriers to Online Education submitted to Grand Valley State University.
28. Wang, M. J. (2010). “Online collaboration and offline interaction between students using asynchronous tools in blended learning”. Australasian Journal of Educational Technology, 26(6), 830-846.
29. Yuen, A.H.K. (2010). “Blended learning in Higher Education: An Exploration of Teaching Approaches”. Proceedings of the 18th International Conference on Computer in Education.