A Conceptual Framework for Personalised Learning (eBook)

Philipp Melzer is a research assistant at the Department Information Systems 1 - Organisational Communication at the University of Hohenheim.

Foreword 5
Preface 6
Table of Contents 8
List of Figures 12
List of Tables 14
List of Abbreviations 15
1 Towards a Design-Oriented Approach for the Investigation of Self-Regulated Personalised Blended Learning 17
1.1 Equal Progressions in Pedagogy and Technology 17
1.1.1 Perspectives on Personalised Learning 20
1.1.2 Research Questions and Scope 22
1.2 A Design-Oriented Research Methodology 24
1.2.1 Design Science Research in Information Systems 25
1.2.2 Design-Based Research in the Learning Sciences 27
1.3 Synthesis and Resulting Approach 28
2 The Effects of Personalised Negotiation Training on Learning and Performance in Electronic Negotiations 33
2.1 Personalised Negotiation Training to Improve Electronic Negotiation Skills 34
2.2 Creating Personalised Negotiation Trainings Based on End-User Training Best Practices 35
2.2.1 Training Methods and Related Learning Techniques 36
2.2.2 Learning Process and Individual Differences 37
2.2.3 Development of Personalised Negotiation Trainings Matching Training Methods and Learning Styles 38
2.3 Hypotheses 39
2.3.1 Individual Hypotheses 40
2.3.2 Dyadic Hypotheses 42
2.4 Methodology 44
2.4.1 Participants 44
2.4.2 Experiment Procedure and Measurement 44
2.4.3 Negoisst System 46
2.5 Results 46
2.5.1 Descriptive Results and Construct Validity 46
2.5.2 Hypotheses Testing 49
2.6 Discussion 57
2.7 Conclusion 60
3 A Conceptual Framework for Task and Tool Personalisation in IS Education 62
3.1 Introduction 63
3.2 Theoretical Foundations 64
3.2.1 Collaborative Electronic Learning 65
3.2.2 Personalised Learning 67
3.2.3 Cognitive Fit 68
3.2.4 Taxonomy of Learning Tasks 70
3.2.5 Taxonomy of Learning Tools 72
3.3 The Personalised Learning Framework 75
3.3.1 Cognitive Fit and Personalised Learning 76
3.3.2 Cognitive Fit and the Personalisation of Learning Tasks 77
3.3.3 Cognitive Fit and the Personalisation of Learning Tools 78
3.3.4 Synthesis of the Personalisation of Tasks and Tools 79
3.4 An Example Application of the Personalised Learning Framework 80
3.4.1 Teaching Electronic Negotiations in Information Systems 80
3.4.2 Advanced Negotiation Management: Status Quo 81
3.4.3 Advanced Negotiation Management: Introducing the Personalised Learning Framework 85
3.5 Discussion 89
3.6 Conclusion 91
4 Personalising the IS Classroom – Insights on Course Design and Implementation 92
4.1 Introduction 93
4.2 Theoretical Background 94
4.3 Methodology 98
4.4 Explanatory Design Theory 99
4.4.1 General Requirements 99
4.4.2 General Components 102
4.5 Practical Design Theory 106
4.5.1 Course Specifics of Advanced Negotiation Management 106
4.5.2 Creating a Personalised Flipped Classroom from Advanced Negotiation Management 109
4.5.3 Advanced Negotiation Management as a Personalised Flipped Classroom 110
4.6 Evaluative Discussion 112
4.7 Conclusion 115
5 Towards a Holistic Evaluation Concept for Personalised Learning in Flipped Classrooms 116
5.1 Evaluating Modern Teaching and Learning 117
5.2 Methodology 119
5.3 An Overview of Models and Instruments for the Evaluation of Personalised Learning 119
5.3.1 Self-Regulated Learning 120
5.3.2 Learning Outcomes 121
5.3.3 Adoption 122
5.3.4 Individual Factors 122
5.4 A Personalised Flipped Classroom University Course 123
5.4.1 The Personalised Learning Framework 123
5.4.2 From a Traditional Lecture to a Personalised Flipped Classroom 125
5.5 An Evaluation Concept for Personalised Learning in Flipped Classrooms 126
5.5.1 Methodology 126
5.5.2 Application of Measures 127
5.6 Discussion and Outlook 129
6 Discussion and Outlook 132
6.1 Discussion 132
6.1.1 A Comparison to Recent Work in the Field 134
6.1.2 Limitations 138
6.1.3 Contribution 139
6.2 Outlook 142
6.2.1 Implications for Practitioners 142
6.2.2 Implications for Researchers 145
Appendix A: Survey Items for Face-To-Face and E-Negotiation Skill Acquisition 147
References 148