Item Type | Journal paper |
Abstract | The success of innovative teaching/learning approaches aiming to foster problem solving in management education depends on useful and easy-to-use IT components in the learning process. However, the complexity of problem solving in self-regulated learning approaches may overwhelm the learner and can lead to unsatisfying learning outcomes. Research suggests the implementation of technology-enhanced scaffolds as a mechanism to guide the learners in their individual problem-solving process to enhance their learning outcomes. We present a theoretical model based on adaptive structuration theory and cognitive load theory that explains how technology-enhanced scaffolding contributes to learning outcomes. We test the model with a fully randomized between-subject experiment in a flipped classroom for management education focusing on individual problem solving. Our results show that technology-enhanced scaffolding contributes significantly to the management of cognitive load as well as to learning process satisfaction and problem-solving learning outcomes. Thereby, our paper provides new conceptual and empirically tested insights for a better understanding of technology-enhanced scaffolds and their design to assist problem solving and its respective effects in flipped classrooms for management education. |
Authors | Janson, Andreas; Söllner, Matthias & Leimeister, Jan Marco |
Research Team | IWI6 |
Journal or Publication Title | Academy of Management Learning & Education (AMLE) |
Language | English |
Keywords | Flipped Classroom, Problem Solving, Technology-enhanced Scaffolding, Technology-mediated Learning, pubs_kolearn |
Subjects | social sciences education |
HSG Classification | contribution to scientific community |
Refereed | Yes |
Date | 23 December 2020 |
Publisher | Academy of Management |
Volume | 19 |
Number | 4 |
Page Range | 439-468 |
Number of Pages | 31 |
Publisher DOI | 10.5465/amle.2018.0078 |
Depositing User | Mahei Li |
Date Deposited | 13 Sep 2019 15:11 |
Last Modified | 04 Jan 2021 12:29 |
URI: | https://www.alexandria.unisg.ch/publications/257754 |
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CitationJanson, Andreas; Söllner, Matthias & Leimeister, Jan Marco (2020) Ladders for Learning: Is Scaffolding the Key to Teaching Problem Solving in Technology-mediated Learning Contexts? Academy of Management Learning & Education (AMLE), 19 (4). 439-468. Statisticshttps://www.alexandria.unisg.ch/id/eprint/257754
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