Roman Rietsche
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Dr.
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Rietsche
First name
Roman
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roman.rietsche@unisg.ch
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+41 71 224 33 25
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  • Publication
    The Twofold Value of IT-Based Peer Assessment in Management Information Systems Education
    ( 2017-02-12)
    Rietsche, Roman
    ;
    Lehmann, Katja
    ;
    Haas, Philipp
    ;
    Söllner, Matthias
    ;
    Leimeister, Jan Marco
    ;
    Brenner, Walter
    Feedback 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
    URL: https://www.wi2017.ch/images/tagungsband_wi_2017.pdf
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/102636
  • Publication
    The obvious and hidden values of IT-based peer assessment in management education
    ( 2017)
    Rietsche, Roman
    ;
    Söllner, Matthias
    Feedback 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, it is especially crucial when aiming to educate future managers, who are supposed to lead team members by providing effective feedback. In this study, we use problem-based-learning and a constructivist learning environment using IT-based peer assessment (ITPA) in a large-scale class to support future managers with feedback during the teaching-learning process. By implementing ITPA, we ensure on the one hand that our students regularly receive feedback, and one the other hand, we additionally support our students in training their ability to provide constructive feedback. While the results of our research show that the conspicuous value of ITPA is the increase of the students learning success and the hidden value is that at the same time the students train their ability to provide feedback. Specifically, our results show that participating in ITPA could lead to an increase in knowledge on the content of the class of about 28% on average. Furthermore, the students’ ability to provide feedback – measured twice, self-reported and as quality of the feedback received – increased significantly during the semester.
    Type: conference paper
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/103380
  • Publication
    Digital formative learning assessment tool - Towards helping students to take ownership of their learning
    ( 2017)
    Rietsche, Roman
    ;
    Söllner, Matthias
    ;
    Seufert, Sabine
    Over the last years, the number of students has constantly risen while the number of lecturers remained steady. To the consequence are large-scale classes with often hundreds of students. Large-scale classes have didactical challenges such as providing effective feedback for the students’ learning success. This is in particular problematic, since feedback belongs to the most influential factors for the student learn-ing success. In order to overcome the challenges of providing feedback in large-scale classes, we sug-gest using an IT-based solution we label digital formative learning assessment tool (DFLAT). In this research-in-progress paper, we will show the development of this tool by using the method of action design research (ADR). More precisely, we will concentrate on the first part from the requirements gathering to the alpha-version. In order to collect the requirements, we conducted expert interviews with lecturers and students and also derived requirements from scientific literature. Based on the re-quirements, we will define the key design elements of the first version of DFLAT. The next steps in our research are then the intervention and evaluation of our alpha-version in a large-scale lecture. With our completed research, we aim to contribute to literature by developing a theory of design and action for providing individualized feedback for students in large-scale classes.
    Type: conference paper
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/103381