Andreas Janson
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Janson
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Andreas
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andreas.janson@unisg.ch
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+41 71 224 2592
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  • Publication
    Ladders for Learning: Is Scaffolding the Key to Teaching Problem Solving in Technology-mediated Learning Contexts?
    (Academy of Management, 2020-12-23)
    Janson, Andreas
    ;
    Söllner, Matthias
    ;
    Leimeister, Jan Marco
    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.
    Type: journal article
    Journal: Academy of Management Learning & Education (AMLE)
    Volume: 19
    Issue: 4
    DOI: 10.5465/amle.2018.0078
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/111459
    Scopus© Citations 42
  • Publication
    How Technology-Enhanced Scaffolding Contributes to Problem-Solving Outcomes in Management Education
    ( 2017)
    Janson, Andreas
    ;
    Söllner, Matthias
    IT support is a key factor for the success of innovative teaching/learning approaches such as flipped classrooms concerned with problem solving. However, IT and the complexity of problem solving may overwhelm the learner and can lead to unsatisfying learning outcomes. Therefore, research suggests the implementation of technology-enhanced scaffolds to guide the learners in their individual problem-solving process to enhance their learning outcomes. To investigate how scaffolding contributes to the learning outcomes in a flipped classroom, we first developed a theoretical model based on adaptive structuration and cognitive load theory. Second, to evaluate the model, we conducted a fully randomized between-subject experiment with 72 students in a flipped classroom for management education focusing on individual problem solving. For this purpose, we accordingly implemented technology-enhanced scaffolds in an LMS, which focused on individual problem-solving activities. 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. In addition, the faithfulness of appropriation and germane load contribute to problem-solving learning outcomes. Therefore, we contribute to both theory and practice by providing a better understanding of technology-enhanced scaffolds and their design to en-gage problem solving and their respective effects.
    Type: conference paper
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/103133
  • Publication
    The Appropriation of Collaborative Learning : Qualitative Insights from a Flipped Classroom
    (IEEE Computer Society Press, 2016-01-05)
    Janson, Andreas
    ;
    Söllner, Matthias
    ;
    Leimeister, Jan Marco
    Collaborative learning is an important part of innovative learning scenarios such as flipped classrooms. However, little insights are available regarding the appropriation process of collaborative learning. Based on adaptive structuration theory, we derive insights on the appropriation process of collaborative learning by means of a qualitative approach. The results show that appropriation is characterized by initial appropriation and task-related discussions. Moreover, an analysis of the identified appropriation junctures indicates the crucial role of information technology in the learning process as well the impact of appropriation patterns on interaction. For one, the present paper theoretically contributes to the scientific discussion concerning collaborative learning appropriation and its evolving nature. Second, it also makes a practical contribution by deriving implications for collaborative learning in flipped classrooms.
    Type: conference paper
    DOI: 10.1109/HICSS.2016.19
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/104764
    Scopus© Citations 3