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Jan Marco Leimeister
Title
Prof.Dr.
Last Name
Leimeister
First name
Jan Marco
Email
janmarco.leimeister@unisg.ch
Phone
+41 71 224 3330
Now showing
1 - 10 of 18
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PublicationMobiles Lernen für China – eine iterative Prototypenentwicklung( 2017-02-12)
;Ernst, Sissy-JosefinaType: conference paper -
PublicationTowards Design Excellence for Context-Aware Services - The Case of Mobile Navigation Apps( 2017-02-12)
;Knote, RobinTo satisfy service customers and create unique value in a digitized world, companies must strive for exceeding customers’ expectations of e-service experience by establishing high e-service quality. However, an increasing amount of e-services is performed by context-aware mobile technology, which is able to sense and react to changes in the user’s environment. Although these context-aware services are able to address our personal needs and already determine our everyday live, knowledge on how to develop such services is sparse. In our study, we qualitatively compare three mobile navigation apps based on their user reviews in order to elicit first requirements and design approaches for e-service quality oriented design. Results show that well known e-service quality models are not fully applicable to the case of mobile navigation services.Type: conference paper -
PublicationYes You Can - Empowering Lecturers to Simulate Collaboration among Learners in the Disciplines of Problem-Solving and Critical Thinking Regardless of Class Size( 2017-02-12)
;Oeste-Reiß, Sarah ;Bittner, EvaFostering higher-level learning in the disciplines of problem-solving and critical thinking becomes important when educating knowledge workers. By taking part in collaborative learning (CL) activities, e.g., interactive discussions, learners have the chance to develop, defend, and critique positions. However, implementing CL activities is often complex because this requires knowledge in designing effective collaboration. We build on insights from learning and collaboration engineering literature to develop an IT-based Collaborative-Learning-Pattern Approach (CLPA) that consists of two patterns, each describing a process design – one for training problem-solving, and the other for attaining critical thinking abilities. To evaluate the CLPA, we use simulations, walk-throughs among lecturers, and pilot-tests among students. Results show that the CLPA empowers lecturers to implement respective activities in the classroom, takes into account pedagogical demands, and satisfies lecturers as well as learners. We contribute several findings toward a design theory for empowering lecturers to implement CL activities in their classes.Type: conference paper -
PublicationThe Twofold Value of IT-Based Peer Assessment in Management Information Systems Education( 2017-02-12)
;Lehmann, KatjaFeedback is one of the most influential factor when it comes to learning success of students. Especially large-scale classes at universities often lack feedback caused by the scarcity of resources. Even though a lack of feedback is problematic across all domains, especially when educating future IS executives, who are supposed to lead team members by providing effective feedback. In this study, we use IT-based peer assessment (ITPA) in a large-scale class to support students with feedback during their learning-process. Specifically, our results show that participating in ITPA lead to an increase in knowledge on the content of the class of about 28% on average. Furthermore, students train their ability to provide feedback, measured twice, self-reported and as quality of the feedback received – increased significantly during the class.Type: conference paper -
PublicationExamining the Effect of Different Measurements of Learning Success in Technology-mediated Learning Research(Association for Information Systems, 2014-12-15)
;Bitzer, Philipp ;Avital, MichelSchultze, UlrikeThis paper examines the effects of common method variance with respect to the empirical evaluation of technology mediated learning (TML). We argue that the use of self-reported data for the major dependent variable of TML, learning success, is insufficient and a major validity threat of past research results; thus, we examine the effect of common method variance in TML. We are currently conducting a study on the antecedents of learning success measured by three different approaches. We conduct this study with participants of software trainings and collected data on independent and dependent variables of our research model. In addition, we are provided with the objective learning success measures by the provider of the software training. By analyzing the data we are able to investigate how different measurement approaches to learning success impact research findings. Our research is currently in progress, and therefore we are currently not able to provide any empirical findings. The contribution to theory and practice is an assessment of the reliability of self-reported learning success measures and the impact of different measurement approaches for the relationships in a TML model. Besides the on-going discussion in research regarding the concept of learning success measures, our paper is the first that systematically examines the impact of different measurement approaches for learning success in the light of common method variance in TML research.Type: conference paper -
PublicationKulturelle Werte im Rahmen der Aneignung von IT-gestütztem Lernen(SpringerGabler, 2020)
;Ernst, Sissy-JosefinaKlusmeyer, JensType: book section -
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PublicationType: book section
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PublicationMarktunterstützung durch vertrauensunterstützende Dienste(Springer Gabler, 2016)
;Gebauer, Lysann ;Krcmar, Helmut ;Roßnagel, AlexanderSunyaev, AliType: book section -
PublicationVertrauensproblematiken im Cloud-Computing-Umfeld(Springer Gabler, 2016)
;Gebauer, Lysann ;Krcmar, Helmut ;Roßnagel, AlexanderSunyaev, AliType: book section