Abstract
The aim of this study is to analyse and compare online learning preferences of higher education students taking a degree in logistics both in Austria and the Czech Republic. It is sought to grasp aspects that support the acceptance of online learning material and to identify how learning styles and societal and disciplinary cultures influence the perception of e-learning resources. In this context, the acceptance of gamification elements is investigated in more detail to shed light on the preferences of the respective learning culture. This investigation is embedded in a larger EU project that seeks to foster cross-border cooperation between two technical oriented higher education institutions and the local industry. Due to increasing international cooperation and emerging markets, a profound understanding of multinational aspects as well as the differences in geographical perspectives have become major drivers for international business. Within this project it is intended to produce e-learning material for four technical disciplines that can be used by students and regional employees of these fields. To make most practical use of the provided e- learning resources, it is critical to know about the contextual differences and the learning preferences of each disciplinary and societal learning group. The focus of the present investigation is placed on logistics only. To get deeper insight into the perception of logistics students with regard to e-learning resources, a questionnaire was set up and distributed among Bachelor students at both sides of the border. It was found that apart from individual factors such as openness to learning opportunities or independence of learning, also the respective subject area and the cultural and institutional attitude towards e-learning have substantial impact on the learning behaviour and the individual perception of what constitutes a valuable e-learning resource.
Highlights
In recent years, internationalization and globalization in both academia and industry have become a major driver for crossborder cooperation
The results of the research suggest that the Austrian logistics students have a greater tendency towards clear and structured learning objectives than students of the Czech Republic
With reference to the question regarding a consistent structure of the learning material to avoid uncertainty, it was found that the Czech respondents had a slightly higher ambiguity tolerance than the ones in Austria
Summary
Internationalization and globalization in both academia and industry have become a major driver for crossborder cooperation. It may be a fruitful endeavour to compare differing regulations and priorities set towards the educational agenda for logistics students To know their preferred learning styles may be useful to further improve e-learning material and resources and as such educate more efficient and well-versed graduates that can proficiently operate in an international context. This is even more crucial for logistics graduates who need to be able to “integrate, communicate, and analyse from an international perspective, perform financial analysis and maintain good industry and customer relations” The most relevant cultural-specific idiosyncrasies are discussed
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