Andreas Janson
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Dr.
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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 32
  • Publication
    Individual Appropriation of Learning Management Systems – Antecedents and Consequences
    ( 2017)
    Janson, Andreas
    ;
    Söllner, Matthias
    ;
    Leimeister, Jan Marco
    IT support in the learning process constitutes a key factor for the success of innovative teaching/learning scenarios. To ensure learning success in innovative teaching/learning scenarios, learners need to faithfully apply learning management systems (LMS). However, we lack theoretical insights into which factors affect whether they do so. To help solve this issue, we first used adaptive structuration theory to identify antecedents and consequences regarding faithful LMS appropriation and embed them into a theoretical model. Second, we conducted a survey study with 173 participants to evaluate the model. The results show that the perceived IT support, interactivity, and the task-technology fit significantly affect the degree to which learners faithfully apply a LMS. Moreover, the results indicate that faithful appropriation is a significant indicator of the learning process satisfaction as well as perceived learning success. The present paper thus theoretically contributes to the scientific discussion concerning technology-mediated learning processes while also making a practical contribution by deriving implications for LMS application.
    Type: journal article
    Journal: AIS Transactions on Human-Computer Interaction
    Volume: 9
    Issue: 3
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/103135