Towards a Holistic Evaluation Concept for Personalised Learning in Flipped Classrooms (21)

Incorporating the student’s preferences regarding pace, methods, and contents into teaching is particularly hard in today’s higher education, providing courses to large numbers of students often over electronic media. Such personalised learning can be implemented via self-regulated learning approaches using the method of the flipped classroom. However, literature on the design and evaluation of such courses is scarce. Evaluation models and instruments are not adapted to the specific nature of the flipped classroom yet, combining presence and online teaching. The present paper aims at conceptualising a holistic approach towards an evaluation concept for personalised learning. Based on an overview of evaluation models in the learning sciences and information systems domains an evaluation concept is presented and applied to a course instantiation focusing on the topics of (1) fulfilment of general requirements and effects on (2) learning outcomes, (3) adoption, and (4) individual factors of the students

Individual End-User Training For Information Systems Using Learning Styles

End-user trainings account for an important part of teaching how to use information systems effectively in practice. This paper examines which individual characteristics and differences between end-users can be leveraged to improve end-user trainings further. Therefore, relevant literature on end-user trainings is used to define relationships between individual characteristics (i.e. learning styles) of trainees and matching training methods. Following a design-based research methodology, two different end-user trainings are developed in the domain of electronic negotiation support systems to define and evaluate design principles and theories for individual end-user trainings. The trainings follow either an exploration-based approach or an instruction-based approach. For the evaluation of these trainings a general concept implementing a negotiation experiment assessing learning outcomes and acceptance of the target information system is developed and first descriptive results are presented

Personality-based versus Task-based Factors as Indicators for Personalised Learning Environments

Personalised learning aims to improve learning outcomes by adhering to personal needs of learners. The research question of this paper is to discuss how such personal needs can be defined to inform the design of a tool to support personalisation of learning methods in learner-centred personalised learning environments. Therefore two approaches, i.e. the analysis of personality-based factors and task-based factors as indicators of personal needs, are discussed regarding their adequacy. We argue that the analysis of task performance based on clearly defined cognitive tasks is the sounder approach. Further steps how to implement and evaluate a proof-of-concept within the domain of electronic negotiation training conclude our argumentation

Using a Quantified-Self App to Personalise Learning -- A Comparison of Visualisations for the Evaluation of the Learning Process

The digitalisation of students’ lives leads to the almost ubiquitous use of apps for all parts of life. The digitalisation of university learning has led to many learning management systems in use in institutions of higher education. However, it has not quite kept up with the demand for highly flexible learning at all hours and in all locations. Learning apps are not used frequently by universities to improve students’ personalised learning. The paper reports on an app that combines self-regulated learning and the Quantified-Self approach to support such ubiquitous learning. When students track their learning in an app, they can later on benefit from the tracked data on an individual as well as aggregated level. Data analyses provide the potential for individual evaluation of the learning or comparison to peers. Thus, this study derives an extensive set of user stories for such app from the literature. Those user stories are the basis for evaluating the approach by turning them into visualisations that are then tested based on a mixed-method approach. The evaluation finds differences among the evaluated visualisations regarding ease of understanding, intuitive operations, visual appeal, and metacognition as well as potential for further improvement. From the findings an improved set of visualisations is generated and the results are fed back into the user stories

Gamified Feedback in Electronic Negotiation Training

Negotiations are a relevant and highly complex business skill. Therefore, extensive training is required to become a good negotiator. Such training is offered by universities for their students and by companies for their employees. The present paper designs gamified feedback features in electronic negotiation training and evaluates their potential and their effects. Following a design science research method, feedback mechanisms in electronic negotiation training are derived from literature. An assessment regarding their relevance for e-negotiation training shows a preparation quiz, set and track goals and expert reviews to be the most useful gamified feedback mechanisms. Dedicated mock-ups implementing these feedback mechanisms are designed and evaluated in semi-structured interviews showing their capability to improve relevant negotiation skills, as well as motivation and competence of the learners. Out of the three mock-ups, the interviewees prefer the feedback mechanisms “expert review” and “set and track goals”; both mechanisms provide a competence-confirming learning experience and an autonomous learning experience

HOW DO UNIVERSITY STUDENTS SELECT AND USE THEIR LEARNING TOOLS? A MIXED-METHOD STUDY ON PERSONALISED LEARNING (21)

Universities often blend traditional learning and e-learning by providing software licenses, electronic learning materials, and access to Learning Management Systems. Following the idea of personalised learning in higher education, students are free to choose between a wide range of learning tools constructing their Personalised Learning Environment. However, the characteristics of the chosen tools need to match the characteristics of the learning tasks to support students adequately. In the present paper, a mixed-method approach is used to analyse which types of tools are used in practice and which types of learning tasks are performed using these learning tools. Furthermore, important factors influencing the decision to select learning tools are identified. This study shows that a wide array of learning tools is used in practice. Although students consider individual factors (such as perceived ease of use and task-technology fit) to be most important when selecting their tools, several exogenous factors such as the lecturers’ targeted pedagogy, social norm and the occurrence of higher order thinking skills limit the range of adequate learning tools

Adoption, Usage, and Pedagogy of E-Learning Tools in University Teaching (19)

The increasing role of information technology changes the way university lecturers teach and adopt electronic learning tools in the preparation, execution, and reworking phase of lectures in higher education. This paper investigates which learning tools lecturers use, why these learning tools are chosen, and which learning tasks they are used for. In particular, promoters and inhibitors for the tool selection as well as infrastructural and organisational limitations are discussed. To this end, the paper presents an exploratory mixed-method approach

Learning to negotiate – The Tactical Negotiation Trainer

Practitioners aim to learn how to negotiate, while researchers want to teach negotiations. In order to service both we analysed common problems occurring in negotiations. Based on research on negotiations training, an explanatory and practical design approach is presented. As a result we developed an automated negotiation partner for the negotiation support system Negoisst called the Tactical Negotiation Trainer. It is able to negotiate autonomously, write text messages and present guidance information to the human negotiator

Long-Endurance Sensing and Mapping using a Hand-Launchable Solar-Powered UAV

ISSN:1610-743