Theory-Driven Design of a Mobile-Learning Application to Support Different Interaction Types in Large-Scale Lectures

Lehmann, Katja; Söllner, Matthias

doi:10.2139/ssrn.2471627

Cited by 11 publications

(9 citation statements)

References 41 publications

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“…By means of these components, we enable TML researchers and practitioners to identify more specific weaknesses within TML scenarios, which go beyond classical, high-level dimensions of TML quality evaluation. Additionally, our findings challenge the role of interactivity as a key facet of the TML process Arbaugh and Benbunan-Fich, 2007;Lehmann and Söllner, 2014;Siau et al, 2006), since our results show that interactivity (factor weight = 0.098, n.s.) is not a significant facet of perceived TML process quality.…”

Section: Theoretical Implicationscontrasting

confidence: 65%

Process is King: Evaluating the Performance of Technology-mediated Learning in Vocational Software Training

Söllner

Bitzer

Janson

et al. 2018

Journal of Information Technology

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Technology-mediated learning (TML) is a major trend in education, since it allows to integrate the strengths of traditional-and IT-based learning activities. However, TML providers still struggle in identifying areas for improvement in their TML offerings. One reason for their struggles is inconsistencies in the literature regarding drivers of TML performance. Prior research suggests that these inconsistencies in TML literature might stem from neglecting the importance of considering the process perspective in addition to the input and outcome perspectives. This gap needs to be addressed to better understand the different drivers of the performance of TML scenarios. Filling this gap would further support TML providers with more precise guidance on how to (re-)design their offerings toward their customers' needs. To achieve our goal, we combine qualitative and quantitative methods to develop and evaluate a holistic model for assessing TML performance. In particular, we consolidate the body of literature, followed by a focus group workshop and a Q-sorting exercise with TML practitioners, and an empirical pre-study to develop and initially test our research model. Afterward, we collect data from 161 participants of TML vocational software trainings and evaluate our holistic model for assessing TML performance. The results provide empirical evidence for the importance of the TML process quality dimension as suggested in prior literature and highlighted by our TML practitioners. Our main theoretical as well as practical contribution is a holistic model that provides comprehensive insights into which constructs and facets shape the performance of TML in vocational software trainings.

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Section: Theoretical Implicationscontrasting

confidence: 65%

Process is King: Evaluating the Performance of Technology-mediated Learning in Vocational Software Training

Söllner

Bitzer

Janson

et al. 2018

Journal of Information Technology

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“…Personalised learning is usually only implemented in rather small courses. ANM exhibits a considerable number of participants usually leading to anonymity and limited pedagogical opportunities for collaboration and interaction, which might decrease learning outcomes and satisfaction (Lehmann and Söllner 2014). However, personalised learning has been shown to counter these effects (Alonso et al 2009), albeit requiring a suitable pedagogical integration, which is provided by the PLF framework.…”

Section: Discussionmentioning

confidence: 99%

A Conceptual Framework for Task and Tool Personalisation in IS Education

Melzer

Schoop

2018

A Conceptual Framework for Personalised Learning

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Learner-centred, self-regulated learning approaches such as flipped classrooms or personalised learning environments are popular. This paper analyses personalised learning in collaborative, self-regulated e-learning approaches applying the theory of cognitive fit to explain the personalisation of learning tasks and learning tools. The personalised learning framework (PLF) is presented defining the core constructs of such learning processes as well as a method of personalisation. The feasibility of the framework is demonstrated using a thought experiment describing its possible application to a university course on electronic negotiations as part of an IS curriculum. Current learning methods used in the course and new learning methods matching the PLF are compared and discussed critically, identifying potentials to improve personalised learning as well as avenues for personalised learning research.

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“…There are potentially multiple difficulties in fostering interactive learning during lectures. Educators and educational institutions have been facing growing challenges to accommodate a large number of students in the lectures and maintain a high level of interactions and student satisfaction [ 14 ]. Achieving interaction in lectures with a large number of students is difficult [ 15 ].…”

Section: Introductionmentioning

confidence: 99%

The use of educational technology for interactive teaching in lectures

Tuma

2021

Annals of Medicine and Surgery

131

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Students often feel overwhelmed by the volume and complexity of knowledge and skills required to learn. Along with this challange, educational technology has been gradually introduced in medical education to facilitate learning and improve outcomes. It became an essential part of communication, storing and transferring information, audio-visual media use and production, and knowledge sharing. Technology's role has been expanding from a mere tool of study and inquiry to an approach and integrated use in education. Its use in medical education is continuously evolving. However, the impact and optimal use of various technology applications are not clearly defined. There are multiple challenges facing educators to choose the right application for the specific educational purpose. Hence, studies and evaluation reviews are needed to inform the better-defined use of educational technology. This review aims to discuss and evaluate various educational technology applications in medical education, focusing on interactive learning during lectures. Lectures and other group learning sessions are common activities used by medical schools. Promoting interactive learning in large groups is known to be challenging. The advances in technology to facilitate communication and promote interaction is a promising adjunct for lectures interactivity.

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Theory-Driven Design of a Mobile-Learning Application to Support Different Interaction Types in Large-Scale Lectures

Cited by 11 publications

References 41 publications

Process is King: Evaluating the Performance of Technology-mediated Learning in Vocational Software Training

Process is King: Evaluating the Performance of Technology-mediated Learning in Vocational Software Training

A Conceptual Framework for Task and Tool Personalisation in IS Education

The use of educational technology for interactive teaching in lectures

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