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Virtual Learning Case Study

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There are two classic concepts of teaching (Phillips & Ochs, 2004), called Prussian way and of teaching, Anglo-Saxon way, usually applied in a mixed form. The Prussian way emphasizes the importance of the lexical knowledge and the one-sided communication. The backbone of this teaching is the lectures and the learning from books. Due to this structure, the classic explicit knowledge element transfer is very effective. The Anglo-Saxon way emphasizes the debates and discussions and the two-sided communication. The core tools are seminars and the teacher is more like a tutor, moderator or facilitator than a classic teacher. Due to this structure, the tacit knowledge element transfer is more effective than in case of the Prussian way of teaching. …show more content…

Ojiako et al (2011) determined two key components: transferable skills and virtual learning. Even in case of classroom training programs, IT and ICT support are expected that means more than using a project management planning software. González-Marcos et al. (2017) introduce a virtual learning environment that allows active participation in a project development and offers the possibility of putting different project management skills into practice. In addition, the environment supports classroom activities, student-management, activity-monitoring, assessment and personal communication. Others deal with similar solutions either for project management teaching or teaching through managing projects (see e.g. Cleary & Marcus-Quinn, 2008; Ashleigh et al., 2012; Nooriafshar, 2013; Eby & Yuzer, 2013). Results in the field denote that availability of IT support is no more a bottleneck of development, just good ideas are …show more content…

transferring knowledge elements from a sender to a recipient. In case of project management, this should encompass both the tacit and explicit knowledge elements.
Sole and Wilson (2002) collected methods expressly for knowledge sharing:
- Storytelling: telling examples for the recipients (mainly in the course of stories),
- Modelling: the sender serves an example for the recipient (like a mentor),
- Simulation: creating an environment where the recipient can try to solve a situation (like a computer game),
- Codified resources: written forms of knowledge elements (like manuals,

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