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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 - 4 of 4
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PublicationTowards a Holistic Understanding of Technology-Mediated Learning Appropriation( 2015-05-26)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
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PublicationRedesigning University Large Scale Lectures: How To Activate The Learner(Academy of Management, 2015-08-07)
;Oeste, Sarah ;Lehmann, KatjaUniversities are facing major challenges with increasing numbers of students and the requirement of cost savings. They intend to maintain international state-of-the-art research while providing future employees a high-quality education. In order to achieve these often conflicting goals of researching and teaching, innovative learning approaches need to be developed. We therefore propose a design of a flipped classroom for large-scale lectures that adopts a learner-centred approach and enables higher levels of interaction and learning outcomes. We therefore derive requirements from the theory of interaction and address them with design principles for large-scale flipped classrooms, which we implement in a large-scale information systems lecture. Our approach divides the teaching-learning process into a cycle of four successive phases: IT-supported phases for the acquisition and reflection of knowledge, as well as presence phases for the application and discussion of the acquired knowledge. We evaluated the concept by conduct-ing structured interviews with lecture participants. We contribute to theory by deriving insights on how interaction and peer recognition account for the success of the flipped classroom approach. As a practical contribution, our paper gives advice on how large-scale lectures can be redesigned in order to meet future challenges of management education.Type: conference paper -
PublicationKulturelle Werte im Rahmen der Aneignung von IT-gestütztem Lernen(SpringerGabler, 2020)
;Ernst, Sissy-JosefinaKlusmeyer, JensType: book section -
PublicationMobiles Lernen in praktischen Trainings - Lernzielerreichung vor dem Hintergrund von Motivation und Akzeptanz der Zielgruppe(Springer VS, 2018)
;Ernst, Sissy-Josefina ;Witt, Claudia deGloerfeld, ChristinaType: book section