Jan Marco Leimeister
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Prof. Dr.
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Leimeister
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Jan Marco
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janmarco.leimeister@unisg.ch
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+41 71 224 3330
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  • 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
  • Publication
    Towards a Holistic Understanding of Technology-Mediated Learning Appropriation
    ( 2015-05-26)
    Janson, Andreas
    ;
    Söllner, Matthias
    ;
    Leimeister, Jan Marco
    IT support in the learning process is one of the key success factors for innovative learning scenarios. A necessary pre-condition is the faithful appropriation of technology-mediated learning (TML) to ensure learning outcomes in innovative learning scenarios. However, information systems research still lacks insights concerning what actually determines a faithful appropriation of TML and little is known about the consequences of a faithful appropriation. In consequence, this research-in-progress paper presents a mixed-methods research approach to gain a holistic understanding of TML appropriation. In a first step, based on the insights of adaptive structuration theory, a theoretical model is developed considering both objective and subjective measures for TML appropriation as well as antecedents and consequences of TML appropriation. In a second step, the mixed-method approach is presented in order to evaluate the theoretical model. Our expected contribution to theory includes an extension of both TML and adaptive structuration theory with an in-depth view of the TML appropriation process, and contributions to practice include the derivation of design implications for TML services that are faithfully appropriated to ensure learning success for TML participants.
    Type: conference paper
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/106417
  • Publication
    Towards a Holistic Understanding of Technology-mediated Learning Appropriation
    (Association for Information Systems, 2015-12-14)
    Janson, Andreas
    ;
    Söllner, Matthias
    ;
    Leimeister, Jan Marco
    Information technology in the learning process is one major success factor for innovative learning scenarios. A necessary pre-condition is the faithful appropriation of technology-mediated learning (TML) to ensure learning outcomes. However, research still lacks insights concerning determinants and consequences of a faithful TML appropriation. Therefore, this research-in-progress paper presents a mixed-methods research approach to gain a holistic understanding of TML appropriation. First, based on the insights of adaptive structuration theory, a theoretical model is developed considering objective and subjective measures for TML appropriation as well as antecedents and consequences of TML appropriation. Second, the mixed-methods approach is presented in order to evaluate the theoretical model. Our expected contribution to theory includes an extension of both TML and adaptive structuration theory with an in-depth view of TML appropriation. Expected practical contributions include the derivation of design implications for TML services that are faithfully appropriated to ensure learning success of TML participants.
    Type: conference paper
    URL: http://aisel.aisnet.org/icis2015/proceedings/ISedu/4/
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/105636