Now showing 1 - 4 of 4
  • Publication
    Process is king: Evaluating the performance of technology-mediated learning in vocational software training
    (Palgrave Macmillan, 2018-09) ;
    Bitzer, Philipp
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    Technology-mediated learning (TML) is a major trend in education, since it allows to integrate the strengths of traditional- and IT-based learning activities. However, TML providers still struggle in identifying areas for improvement in their TML offerings. One reason for their struggles is inconsistencies in the literature regarding drivers of TML performance. Prior research suggests that these inconsistencies in TML literature might stem from neglecting the importance of considering the process perspective in addition to the input and outcome perspectives. This gap needs to be addressed to better understand the different drivers of the performance of TML scenarios. Filling this gap would further support TML providers with more precise guidance on how to (re-)design their offerings toward their customers’ needs. To achieve our goal, we combine qualitative and quantitative methods to develop and evaluate a holistic model for assessing TML performance. In particular, we consolidate the body of literature, followed by a focus group workshop and a Q-sorting exercise with TML practitioners, and an empirical pre-study to develop and initially test our research model. Afterward, we collect data from 161 participants of TML vocational software trainings and evaluate our holistic model for assessing TML performance. The results provide empirical evidence for the importance of the TML process quality dimension as suggested in prior literature and highlighted by our TML practitioners. Our main theoretical as well as practical contribution is a holistic model that provides comprehensive insights into which constructs and facets shape the performance of TML in vocational software trainings.
  • Publication
    How Technology-Enhanced Scaffolding Contributes to Problem-Solving Outcomes in Management Education
    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.
  • Publication
    The Impact of Procedural Scaffolding on Mobile Learning Outcomes
    Mobile learning, offering anytime and anywhere learning, is becoming increasingly im-portant in various areas such as the training of blue-collar workers in organizations. However, mobile learning may overwhelm the learner since it is often used in rich physical environments and demands a high self-regulated learning ability. Therefore, research suggests the use of procedural scaffolds to guide the learner and to enhance learning outcomes. To investigate how different procedural scaffolds contribute to learning outcomes, we conducted a between-subject quasi-experiment with 333 Chinese blue-collar workers. Our results show that comprehensive tutorials at the beginning of the learning process have a positive influence on learning outcomes in contrast to instructional overlays during the learning process as well as a combination of both scaffolds. Consequently, we did not observe that procedural scaffolds per se have a positive impact on learning outcomes, but the right scaffold in the right context has the potential to increase learning outcomes.
  • Publication
    How Cultural Values Influence the Appropriation of Technology-Mediated Learning
    (Boğaziçi University, 2016-06-12) ;
    Ernst, Sissy-Josefina
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    Information technology (IT) is an important enabler of innovative learning scenarios. Today, numerous IT-enabled learning scenarios – often referred to as technology-mediated learning (TML) – such as massive open online courses, are applied worldwide across different cultures. However, little insights are available regarding the appropriation of TML and how culture influences the appropriation process. Based on adaptive structuration theory and espoused cultural values, we develop and evaluate a theoretical model capturing the cultural effects in the context of TML appropriation. By means of structural equation modeling and a partial least squares approach, we research the moderating role of espoused cultural values and its influence on TML appropriation. The results show that faithfulness, comfort with technology, and collaborative learning appropriation significantly affect learning success as appropriation outcome. Moreover, the results indicate that espoused cultural values influence the appropriation of TML. The present paper thus theoretically contributes to the scientific discussion concerning TML appropriation and the impact of culture on the deployment of IT while also making a practical contribution by deriving implications for TML application across different cultures.