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Figure from:Teaching ERP using an International Inter-Group Collaborative Learning Environment

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Figure 4: Norwegian students — Pre, Post and Average Scores 20" Australasian Conference on Information Systems 2-4 Dec 2009, Melbourne

Figure 4 Norwegian students — Pre, Post and Average Scores 20" Australasian Conference on Information Systems 2-4 Dec 2009, Melbourne

Related Figures (6)

Figure 1: Kolb’s Experiential Learning Cycle 20" Australasian Conference on Information Systems 2-4 Dec 2009, Melbourne
Figure 1: Kolb’s Experiential Learning Cycle 20" Australasian Conference on Information Systems 2-4 Dec 2009, Melbourne
Figure 2: Enterprise structure in SAP ERP system
Figure 2: Enterprise structure in SAP ERP system
Figure 3: Communications between customer and vendor companies. The role of a customer is played by a student in Australia and that of a vendor by a student in Norway (and in a second iteration roles are swapped).
Figure 3: Communications between customer and vendor companies. The role of a customer is played by a student in Australia and that of a vendor by a student in Norway (and in a second iteration roles are swapped).
Table 4. Mean Scores of Pre- and Post Survey for Australian and Norwegian students The Norwegian students indicated that their knowledge and skills in certain areas had decreased across th teaching period (see also Figure 4). It is unlikely that the teaching and practical work had made the students mor confused. What was more likely, or a possible explanation, was their prior exposure to general busines transactions and their pre-knowledge of business processes were sound. Alternatively, as another vie supported by Pratt, McGuigan, and Katzev (2000) who found that respondents often overestimate their level o knowledge on a particular subject when using the traditional pre-survey and post-survey. They found that takin part in a program may show participants that they actually knew much less than they originally reported on th pre-survey. Thus, for such cases they reported that pre-survey / post-survey comparisons were misleadin: because participants used a changed frame of reference to classify themselves after engaging in the program Despite the decreased in business knowledge and process knowledge, the Norwegian students perceived the their SAP transactional skills and global business knowledge have increased slightly as a result of the inter-grou collaboration assignment. Table 4 shows the average scores of the pre and post survey for both Australian and Norwegian students. Australian students perceived their post-knowledge in all 5 knowledge dimensions were somewhat higher than their pre-knowledge whereas the pre and post knowledge among the Norwegian students were generally at the same level. In particular, the Australian students’ unanimously perceived their pre-knowledge of SAP Transactional Skills were non-existent or low (score of 1). This is possibly due to the fact that SAP was adopted and integrated into Curtin University’s Master program for the first time. In contrast, the Norwegian students have had exposure to SAP in the past and hence the pre average score is relatively high at 4.75.
Table 4. Mean Scores of Pre- and Post Survey for Australian and Norwegian students The Norwegian students indicated that their knowledge and skills in certain areas had decreased across th teaching period (see also Figure 4). It is unlikely that the teaching and practical work had made the students mor confused. What was more likely, or a possible explanation, was their prior exposure to general busines transactions and their pre-knowledge of business processes were sound. Alternatively, as another vie supported by Pratt, McGuigan, and Katzev (2000) who found that respondents often overestimate their level o knowledge on a particular subject when using the traditional pre-survey and post-survey. They found that takin part in a program may show participants that they actually knew much less than they originally reported on th pre-survey. Thus, for such cases they reported that pre-survey / post-survey comparisons were misleadin: because participants used a changed frame of reference to classify themselves after engaging in the program Despite the decreased in business knowledge and process knowledge, the Norwegian students perceived the their SAP transactional skills and global business knowledge have increased slightly as a result of the inter-grou collaboration assignment. Table 4 shows the average scores of the pre and post survey for both Australian and Norwegian students. Australian students perceived their post-knowledge in all 5 knowledge dimensions were somewhat higher than their pre-knowledge whereas the pre and post knowledge among the Norwegian students were generally at the same level. In particular, the Australian students’ unanimously perceived their pre-knowledge of SAP Transactional Skills were non-existent or low (score of 1). This is possibly due to the fact that SAP was adopted and integrated into Curtin University’s Master program for the first time. In contrast, the Norwegian students have had exposure to SAP in the past and hence the pre average score is relatively high at 4.75.
Figure 5: Australian students — Pre, Post and Average Scores The Australian students, as shown in Figure 5, reported a perceived gain in all areas of knowledge of business transactions, processes, SAP skills, and global business knowledge. In particular, they reported a considerable increase in their SAP transactional skills followed by global business knowledge.
Figure 5: Australian students — Pre, Post and Average Scores The Australian students, as shown in Figure 5, reported a perceived gain in all areas of knowledge of business transactions, processes, SAP skills, and global business knowledge. In particular, they reported a considerable increase in their SAP transactional skills followed by global business knowledge.
Figure 6: Australian and Norwegian students — Mean Difference Scores 20" Australasian Conference on Information Systems 2-4 Dec 2009, Melbourne
Figure 6: Australian and Norwegian students — Mean Difference Scores 20" Australasian Conference on Information Systems 2-4 Dec 2009, Melbourne