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.

Measuring Technology Mediated Learning (TML) success has been and is of great interest to both researchers and practitioners. This article examines multidimensional approaches to measuring learning success, considering IT-and non-ITsupported learning scenarios, examined by researchers from various research disciplines. We explore the current state of research on TML success through a literature review by classifying empirically-oriented articles that were published between 2000 and 2011. Based on a total of 91 articles published in academic journal publications, this paper identifies the relevant research carried out, categorizes and consolidates the research results, and discusses them. The results show that those approaches are most dominant which empirically analyze the impact of a certain type of educational service on a student / participant by means of surveys and structural equation modeling to capture users' responses. No main theoretical basis of the reviewed studies could be identified. Furthermore, opportunities for additional development are identified and future research directions suggested.

The ''perfect'' orchestration of training participants, IT and process design is one of the ongoing challenges within blended learning service research and practice. Blended learning services (BLS) offer a great variety of options to design learning processes, overcoming many shortcomings of pure e-learning services and providing better scalability and more advantages for learners than pure face-to-face class teaching. Nevertheless, due to inconclusive results of blended learning design research in the literature, BLS designers can hardly find support for the systematic design of efficient and successful blended learning processes, which would enable a high degree of learning success with a balanced degree of delivery effort. Based on major determinants of BLS processes' quality, the authors identify, develop, and evaluate design principles for high performance BLS using an action design research approach. They first derive a set of initial design principles, based on insights from literature and own exploratory case studies as well as workshops with experts from the field. They then improve the design principles iteratively in expert workshops as well as apply the design principles in four software training sessions. Finally, they present seven evaluated design principles for BLS, which are the core of a nascent design theory and contribute to a time-efficient and successful BLS delivery. Furthermore, these principles enable practitioners to systematically apply the design knowledge formalized within the principles in order to improve BLS design and delivery.

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Technology mediated learning services (TMLS) play an important role for software on-the-job-training due to increasing cost pressure for on-the-job-training and increasing demand for mobile learning solutions. As there is no structured approach to systematically deliver productive TMLS this research study creates a holistic reference model of a productivity-optimized TMLS delivery process. This productivity-optimized model focuses on the efficient use of resources at a constant or increasing TMLS outcome by a set of process models and design guidelines for TMLS providers. It is developed within a design research setting and derives existing knowledge from the literature and three in-depth-case studies with training providers for software applications. More precisely, requirements for a productive delivery of TMLS were identified, collected and abstracted. Consequently, we build a reference model that supports the following activities of technology oriented learning: training preparation, training delivery within the classroom, training delivery through internet and training evaluation under consideration of various stakeholders, such as the TMLS provider, trainer, TMLS participant and the participants company. We use expert interviews to evaluate the reference model against the defined design goals and for perceived usefulness, ease of use and overall utility. This work-in-progress-paper is to the best of our knowledge the first that provides a productivity-optimized reference model for the delivery of technology mediated learning services. It represents a formalization of a problem domain comprising process models and design guidelines for the systematic delivery of productive TMLS.

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