virtual reality applications is as effective as direct education in training rooms

Jun

1

2017

Study: Training business leaders through virtual reality applications is as effective as direct education in training rooms
Remote work with virtual reality applications is common in many organizations around the world.
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Due to the increasing growth of advanced technology solutions, which have contributed to a significant increase in dependence on virtual communication, remote work with virtual reality applications is common in many institutions around the world.

This is also reflected in the increased use of virtual learning technologies that help companies save travel and accommodation costs for trainee employees and reduces the number of days staff need to spend outside the office.

Ashridge Executive Executive Education , a leading Middle East business leaders training for more than 20 years, has conducted research into the effectiveness of virtual learning in the current digital world and whether business leaders can develop their competence, flexibility and ability to Meet challenges through e-learning.

The research was carried out by three faculty members of Ashridge College of Executive Education, with 37 Executive Leaders participating in the Leadership in Times of Crisis program. The researchers conducted their studies in three different learning environments: the learning environment (face to face in the training room), mixed learning (combining direct and electronic learning), and virtual learning through reality simulation applications.

The two-day direct learning program was based on the practice of being in the training room. The mixed learning program was delivered in two ways: electronically over a day, directly and face-to-face in the training room throughout the second day. The virtual learning program was presented in full electronic form over a two-day period where trainees were present either at home or at the office, not in the training room.

The behavioral simulation was the basis of the three programs. The research tool included a simulated exercise. The participants operated a company of future companies and had to deal with a number of typical leadership challenges, including dealing with difficult conversations, dealing with the media, And presentations to the Board of Directors.

All participants wore a heart rate monitor (HRV) so that faculty members could follow their reactions when faced with difficult situations. This pacemaker is usually used to improve the learning experience.

Sona Cherat, a senior faculty member at Ashridge College of Executive Education and a faculty member who conducted the research, revealed the findings at a seminar held by the Halt International School of Business in Dubai and was attended by business leaders from a range of institutions The region’s leader. The seminar is part of a series of events organized by Ashridge College to reveal the results of the study in London and a number of European cities.

The results of the research showed that virtual learning is equivalent in its impact and effectiveness, in the development of competencies, to the direct learning that is inside the training halls, especially if it is well designed to take into account the needs of the institution and its requirements. For example, the results showed that 85% of respondents in a direct learning environment showed complete confidence in responding to the ambiguous conditions that leadership might face, while 100% of cohort participants showed confidence in dealing with ambiguous conditions, Where 85% of participants in the virtual learning experience showed confidence in dealing with ambiguous conditions. In the field of dealing with difficult trainees, the confidence was 85% for the participants in the direct learning experience, 80% for the participants in the mixed learning experience, and 100% for the participants in the virtual learning experience.

The pacemaker recorded an increase in the number of hits to participants in the research through the three environments when faced with difficult situations. However, opportunities for experimentation, interaction and feedback have had an impact on the methodologies used for learning.

“The academic and training communities are increasingly seeing the use of virtualization technologies in the provision of distance learning, e-learning and virtual learning. Methodologies for providing learning in different environments provide opportunities for interactive experiences for trainees. Through this research, we concluded that experimental virtual learning holds enormous opportunities for institutional development and practical solutions to develop leaders in the digital environment we currently live in.

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