In order to understand how to improve specific things in WY, it is necessary to conduct a survey and to identify the main audience by assessing the demographic and behavioral characteristics of the respondents. The choice of countries for survey distribution is justified by the presence of a strong Jewish community, which is the target group for WY.
The first question of the survey aims to evaluate the age of the current audience. This information is very important because the age of the target group can help to determine the most appropriate services to offer (Harper, 2003). Thus, if the main audience is comprised of people above 70 years old, it is necessary to concentrate on detailed guidance, since people in this age group are not very keen on using technology(Anderson, Brynin, Gershung & Raban, 2007). On the other hand, if the audience is younger (20-25 years), the focus should be on providing them with an opportunity to take specific types of shiurim (classes).
The second question of the survey was designed to identify the most common languages spoken by the existing audience. This information will be useful in deciding on the languages to be used in WY. Depending on the current user preferences WY courses may be taught in English, Hebrew, French or a combination of these languages.
Since it is necessary to know the initial level of education of the target audience, in order to decide on the appropriate level of sophistication of shiurim, the third question of the survey aimed to investigate the level of education of the target group. Thus, if the majority of people have a high school degree only, there is no need for WY to concentrate on advanced classes, but to provide some introductory courses first.
Religion affiliation is also an important factor for designing WY curriculum, since it affects WY strategy and segmentation. Thus, if most people in the current audience are orthodox, it is crucial to avoid offering them lectures taught by conservative speakers. Therefore, question 4 of the survey aims to identify the composition of the users by their religion.
Questions 5, 6 and 7 explore the viability of the distance learning concept. In particular, it is crucial to assess, whether people have already participated in some kind of distance learning activities, and if they did, what was their major motivation: a degree or personal fulfillment. The former motivation implies that the online course were paid, while the latter option suggests that the classes were taken free of charge. If the respondents have never participated in such courses, question 7 helps to understand, whether people will take this opportunity into consideration in the future. The information obtained from these questions will help to decide, whether more awareness should be created about the advantages of distance learning, and whether an introduction of a fee will be an appropriate strategy for WY.
In the next step, the survey attempted to identify the preferred teaching methods for online learning. Respondents were provided with three options: traditional distance learning by using reading materials, WY website and live classes with the opportunity of real-time conversations. Depending on the users’ preferences, it will be possible to design the curriculum, which is tailored according to the current demands.
Question 9 aims to determine, whether respondents are willing to pay for a degree from WY as a reward for their efforts. Different price ranges provided in the question help to identify the most appropriate price for education that current customers are willing to pay.
In the next step, a similar approach was adopted, however instead of a degree, the respondents were asked to determine how much they are willing to pay if credits for distance learning could be transferred to their universities. This question mostly targets American and Israeli population, since their educational systems are based on credits.
Lastly, the survey tried to determine, whether people are willing to take Jewish studies as a part of their distance learning program. The question also explored the impact of price on the willingness to take Jewish studies, by offering three different answers: “no”, “yes but only for free” and "yes and ready to pay". This information helps to evaluate, whether Jewish studies are considered a “serious” course, which is worth taking on a university level.
However, these responses give only an initial evaluation of the consumer behavior. It is important to take into consideration that some of the answers may not represent the actual behavior of the respondents, therefore, further analysis should be conducted in order to assess the viability of the distance learning program offered.
References
Anderson, B., Brynin, M., Gershung, J., & Raban, Y. (2007). Information and communication
technologies in society: e-living in a digital Europe. (p. 99). New York, NY: Routledge.
Harper, S. C. (2003). The McGraw-Hill guide to starting your own business: a step-by-step
blueprint for the first-time entrepreneur. (2nd ed., pp. 92-94). New York, NY: McGraw-
Hill.
