Are You Flippin’ the Classrooms Right –  A Requirements Analysis of Two User Groups: Practitioners and Students

Mayer, Jörg H.; Wienand, Mareen; Scholl, Nadja; Sayar, Sanjar; Quick, Reiner

doi:10.24251/hicss.2021.004

Cited by 4 publications

(3 citation statements)

References 11 publications

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“…In addition, according to Valtonen et al (2022), theories from information systems are actively used to study educational technology, such as the theory of reasoned action (TRA), the theory of planned behavior (TPB) (Fishbein & Ajzen, 1975;Ajzen, 1991), the technology acceptance model (TAM) (Davis, 1985), TAM 2 (Venkatesh & Davis, 2000), and the unified theory of acceptance and use of technology model (UTAUT) (Venkatesh et al, 2003). It is also important for academics in the information systems field to disseminate teaching methods and pedagogical design (e.g., Mayer et al, 2021;Piccoli et al 2017) so we can serve our community better. Finally, as observed by Piccoli et al (2017), to increase students' commitment, we could utilize persuasive technologies designed to influence the recipients to form, reinforce, or change their attitudes or behaviors for the better (Oinas-Kukkonen, 2013).…”

Section: Discussionmentioning

confidence: 99%

Success Factors of Automated Programming Assessment Systems in Different Learning Environments

Sauerwein,

Antensteiner,

Salhofer

et al. 2024

Proceedings of the Annual Hawaii International Conference on System Sciences

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This study examines the University of Oulu, Finland teaching staff's experiences of flipped teaching. Flipped teaching transposes the locations so that students watch recorded lectures or read and view other materials on their own time and participate in learning activities in the classroom. Flipped teaching facilitates communal learning, which enables students to support each other and benefit from interaction with the teacher. However, there is little research about flipped teaching from the perspective of teachers in higher education. In this study, most teachers reported positive experiences of the method, particularly regarding the interaction between teachers and students. Teachers require both pedagogical and technological support as well as a sufficient allocation of time to course design, particularly in the beginning stages of implementation. To ensure the successful implementation of flipped teaching, it is important to monitor the pre-class activities of students to ensure they are studying the materials provided.

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Section: Discussionmentioning

confidence: 99%

Success Factors of Automated Programming Assessment Systems in Different Learning Environments

Sauerwein,

Antensteiner,

Salhofer

et al. 2024

Proceedings of the Annual Hawaii International Conference on System Sciences

View full text Add to dashboard Cite

show abstract

“…The social interaction is sometimes lacking on e-learning platforms and in e-learning courses. Although the community feeling and the personal interaction with the lecturer are not perceived as important in context of enterprise systems training [24], the direct feedback in the case of problems is important as motivational means [111,116,129].…”

Section: Dp10: Provide the E-learning Platform With Communication Mec...mentioning

confidence: 99%

“…Over the past decades, a plethora of new training approaches aimed at students, such as e-learning [23], hybrid models combining classroom training and e-learning [24], and simulation trainings [25], have emerged to overcome these shortcomings. Despite more than two decades of research and existing new approaches, education and training on enterprise systems still present significant roadblocks for enterprise system implementation [26,27].…”

Section: Introductionmentioning

confidence: 99%

Design principles for e-learning platforms featuring higher-education students’ enterprise systems end-user training

Wienand,

Wulfert,

Hoang

2024

Discov Educ

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Enterprise systems are complex information systems that are inevitable for companies’ success. As enterprise systems are only successful when used continuously and efficiently by end-users, knowledge on how to use them has become an important skill for employees. Research and practice favor an early obtainment of these skills for employees. Thus, it is usual to train students in enterprise systems usage before they start their professional career. Even though in organizational settings e-learning based approaches gain momentum, adapting design instances of multi-purpose platforms like Udacity, Udemy or Coursera existing approaches directed at students are scarce. Nevertheless, a well-informed e-learning platform design can support the learning process. Therefore, we investigate the design of e-learning platforms featuring students’ enterprise system end-user training. To address the lack of guidance on designing such e-learning platforms, we proposed four meta-requirements and ten design principles to increase students’ learning success on e-learning platforms focusing on students’ end-user training. To achieve this goal and to ground our results on empiricism, we collected data about e-learning-platform design from three data sources: (1) We reviewed the existing literature, (2) carried out a multi-case analysis, and (3) derived insights from implementing an e-learning platform for students’ end-user training and thereby demonstrating the applicability of the design principles. Finally, we evaluated the implementation. Following the design principles, learning success should be increased by a flexible learning environment with easy access and use, propelled motivation, and fostered information exchange.

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Switching to flipped classrooms – one and the same training challenged by practitioners and students

Mayer

Quick

Sayar

et al. 2022

Accounting Education

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Are You Flippin’ the Classrooms Right – A Requirements Analysis of Two User Groups: Practitioners and Students

Cited by 4 publications

References 11 publications

Success Factors of Automated Programming Assessment Systems in Different Learning Environments

Success Factors of Automated Programming Assessment Systems in Different Learning Environments

Design principles for e-learning platforms featuring higher-education students’ enterprise systems end-user training

Switching to flipped classrooms – one and the same training challenged by practitioners and students

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