Isaac Mostovicz writes...

I would like to introduce you to one of my clients, Groopex ( Groopex is a start-up high-tech company which provides integration solutions between third party software and Web Conferencing platforms such as Cisco WebEx and Citix GoToMeeting. Did you understand that definition? Well, I did not, since Groopex’s language is technical, suiting only the technical people in the organisations. So, when I was approached by Groopex, the first thing I needed was a better layman-style definition of the product.

You are most probably familiar with distance learning. Most of my studies were conducted in this manner, utilizing emails, websites and some older technology such as snail-mail, video and audio cassettes (which were considered really innovative at the time). Nowadays you can find many recorded classes online, yet there is still no alternative to a live interactive class where you can ask questions and provide comments, and where the teacher can moderate the class according to its ad-hoc needs. Here came Groopex, enabling one, with a mere click, to participate in a live class from any location to enjoy a class experience practically identical to a regular live class.

While the technology had been created and was running well, Groopex was still struggling with its marketing. I inquired who the company thought the classical client would be, and got a wide range of answers. Even with the working assumption that the product should suit universities, interested in reaching students even remotely, Groopex could not pinpoint whom to approach in the universities. Should they approach the technical staff that would understand and appreciate the technology, or should they approach faculty members who can see the potential in teaching? Perhaps the best ones to approach would be the management who could see the financial opportunity and the benefit to the institution’s prestige in this solution?

Reviewing the history of Groopex, I discovered that the company’s idea was based on one of the founders’ successful website, WebYeshiva ( which offers on-line classes in an elaborate way. Surprisingly, I found that the ideal class size in WebYeshiva should be no larger than 25 students, a size which allows the class to be fully interactive. WebYeshiva didn’t offer an asynchronous video of a class; rather it offered an interactive class where the teaching experience is a multi-layer one. WebYeshiva didn’t offer a second-class solution to those faraway who could not attend a regular class; rather it offered a first-class solution for studying regardless of distance.

High education nowadays has a serious problem. Students keep on pushing for easy solutions. Prof. Jeffrey Pfeffer of Stanford University Business School related to me over five years ago that MBA students stopped reading; a must when I studied and was required to read a lot. He sounded desperate looking for solutions such as creating videos, realising that the more passive the students, the less they absorb.

I helped Groopex realize that they actually have created an in-situ solution that could be an answer to the laziness and passiveness of modern education. Instead of the failing old system of lecture, reading and some questions in class, Groopex can offer a much richer experience. Each class can be consisted of a lecture, exercises, highlighting of relevant text, using rich technology tools for exhibiting material as well as enhanced Q&A. For example, a typical MBA class at a good university can have up to seventy students. Good lecturers could interact with each student three times during a semester at the best. Further, consider those students who fret about interactivity due to shyness or fear from answering incorrectly and losing face. Using Groopex’s technology, the lecturer can broadcast the question to several students in advance to their computer screen and get several answers, some of which might be similar and some different. The students can keep their anonymity and have time to prepare their answer. Why should a student have only three chances during a semester instead three chances during each class?

This is but the tip of the iceberg, and those interested can approach Groopex directly and experience the approach that Groopex enables. However, you may ask what the connection between all this and luxury?

The answer, I believe, is simple. Luxury’s role is the enhancement of self-esteem. While Groopex would never be able to turn a bad teacher into a good one, it would definitely provide the good teacher with a modern tool-kit that will permit him to express himself in a much richer way to his students. Moreover, the students come out of this new educational experience with a feeling of enhancement and fulfilment. With Groopex we can bring back the playing experience that is so essential to learning. Students are no longer suffering but feel stronger and trust themselves much more.

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