Melzer A Conceptual Framework for Personalised Learning

Influence Factors, Design, and Support Potentials
1. Auflage 2019
ISBN: 978-3-658-23095-1
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 167 Seiten

Philipp Melzer analyses influence factors of personalised learning aiming to lay out design principles for personalised blended learning courses. Finding only weak support for a matching between learning styles and teaching methods,he defines learning tasks as the object of further investigations. Following the idea of a community of inquiry, the author develops the Personalised Learning Framework (PLF), modelling personalised learning as a process of selection as well as usage of learning tasks and learning tools by the community of inquiry. To evaluate the PLF further, a traditional university course is transformed to a personalised flipped classroom course. He shows how personalised learning can be supported in concrete learning interventions using specific learning methods and technologies.

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

Autoren/Hrsg.

Melzer, Philipp

Inhaltsverzeichnis

1;Foreword;5
2;Preface;6
3;Table of Contents;8
4;List of Figures;12
5;List of Tables;14
6;List of Abbreviations;15
7;1 Towards a Design-Oriented Approach for the Investigation of Self-Regulated Personalised Blended Learning;17
7.1;1.1 Equal Progressions in Pedagogy and Technology;17
7.1.1;1.1.1 Perspectives on Personalised Learning;20
7.1.2;1.1.2 Research Questions and Scope;22
7.2;1.2 A Design-Oriented Research Methodology;24
7.2.1;1.2.1 Design Science Research in Information Systems;25
7.2.2;1.2.2 Design-Based Research in the Learning Sciences;27
7.3;1.3 Synthesis and Resulting Approach;28
8;2 The Effects of Personalised Negotiation Training on Learning and Performance in Electronic Negotiations;33
8.1;2.1 Personalised Negotiation Training to Improve Electronic Negotiation Skills;34
8.2;2.2 Creating Personalised Negotiation Trainings Based on End-User Training Best Practices;35
8.2.1;2.2.1 Training Methods and Related Learning Techniques;36
8.2.2;2.2.2 Learning Process and Individual Differences;37
8.2.3;2.2.3 Development of Personalised Negotiation Trainings Matching Training Methods and Learning Styles;38
8.3;2.3 Hypotheses;39
8.3.1;2.3.1 Individual Hypotheses;40
8.3.2;2.3.2 Dyadic Hypotheses;42
8.4;2.4 Methodology;44
8.4.1;2.4.1 Participants;44
8.4.2;2.4.2 Experiment Procedure and Measurement;44
8.4.3;2.4.3 Negoisst System;46
8.5;2.5 Results;46
8.5.1;2.5.1 Descriptive Results and Construct Validity;46
8.5.2;2.5.2 Hypotheses Testing;49
8.6;2.6 Discussion;57
8.7;2.7 Conclusion;60
9;3 A Conceptual Framework for Task and Tool Personalisation in IS Education;62
9.1;3.1 Introduction;63
9.2;3.2 Theoretical Foundations;64
9.2.1;3.2.1 Collaborative Electronic Learning;65
9.2.2;3.2.2 Personalised Learning;67
9.2.3;3.2.3 Cognitive Fit;68
9.2.4;3.2.4 Taxonomy of Learning Tasks;70
9.2.5;3.2.5 Taxonomy of Learning Tools;72
9.3;3.3 The Personalised Learning Framework;75
9.3.1;3.3.1 Cognitive Fit and Personalised Learning;76
9.3.2;3.3.2 Cognitive Fit and the Personalisation of Learning Tasks;77
9.3.3;3.3.3 Cognitive Fit and the Personalisation of Learning Tools;78
9.3.4;3.3.4 Synthesis of the Personalisation of Tasks and Tools;79
9.4;3.4 An Example Application of the Personalised Learning Framework;80
9.4.1;3.4.1 Teaching Electronic Negotiations in Information Systems;80
9.4.2;3.4.2 Advanced Negotiation Management: Status Quo;81
9.4.3;3.4.3 Advanced Negotiation Management: Introducing the Personalised Learning Framework;85
9.5;3.5 Discussion;89
9.6;3.6 Conclusion;91
10;4 Personalising the IS Classroom – Insights on Course Design and Implementation;92
10.1;4.1 Introduction;93
10.2;4.2 Theoretical Background;94
10.3;4.3 Methodology;98
10.4;4.4 Explanatory Design Theory;99
10.4.1;4.4.1 General Requirements;99
10.4.2;4.4.2 General Components;102
10.5;4.5 Practical Design Theory;106
10.5.1;4.5.1 Course Specifics of Advanced Negotiation Management;106
10.5.2;4.5.2 Creating a Personalised Flipped Classroom from Advanced Negotiation Management;109
10.5.3;4.5.3 Advanced Negotiation Management as a Personalised Flipped Classroom;110
10.6;4.6 Evaluative Discussion;112
10.7;4.7 Conclusion;115
11;5 Towards a Holistic Evaluation Concept for Personalised Learning in Flipped Classrooms;116
11.1;5.1 Evaluating Modern Teaching and Learning;117
11.2;5.2 Methodology;119
11.3;5.3 An Overview of Models and Instruments for the Evaluation of Personalised Learning;119
11.3.1;5.3.1 Self-Regulated Learning;120
11.3.2;5.3.2 Learning Outcomes;121
11.3.3;5.3.3 Adoption;122
11.3.4;5.3.4 Individual Factors;122
11.4;5.4 A Personalised Flipped Classroom University Course;123
11.4.1;5.4.1 The Personalised Learning Framework;123
11.4.2;5.4.2 From a Traditional Lecture to a Personalised Flipped Classroom;125
11.5;5.5 An Evaluation Concept for Personalised Learning in Flipped Classrooms;126
11.5.1;5.5.1 Methodology;126
11.5.2;5.5.2 Application of Measures;127
11.6;5.6 Discussion and Outlook;129
12;6 Discussion and Outlook;132
12.1;6.1 Discussion;132
12.1.1;6.1.1 A Comparison to Recent Work in the Field;134
12.1.2;6.1.2 Limitations;138
12.1.3;6.1.3 Contribution;139
12.2;6.2 Outlook;142
12.2.1;6.2.1 Implications for Practitioners;142
12.2.2;6.2.2 Implications for Researchers;145
13;Appendix A: Survey Items for Face-To-Face and E-Negotiation Skill Acquisition;147
14;References;148