Design and Evaluation of an IT-Based Peer Assessment to Increase Learner Performance in Large-Scale Lectures

Lehmann, Katja; Söllner, Matthias; Leimeister, Jan Marco

doi:10.2139/ssrn.3159160

Cited by 8 publications

(6 citation statements)

References 75 publications

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“…In particular, we will use a doublesided t-test to evaluate whether the means of the constructs are significantly different. Moreover, we will compare the results of AL to the midpoints scale to validate a general positive technology acceptance as done in [36]. To evaluate the second research question, we compare the formal quality of argumentation as well as the perceived quality of argumentation between the written text of the treatment and the control group.…”

Section: Evaluation and Resultsmentioning

confidence: 99%

AL: An Adaptive Learning Support System for Argumentation Skills

Wambsganss

Niklaus

Cetto

et al. 2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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Recent advances in Natural Language Processing (NLP) bear the opportunity to analyze the argumentation quality of texts. This can be leveraged to provide students with individual and adaptive feedback in their personal learning journey. To test if individual feedback on students' argumentation will help them to write more convincing texts, we developed AL, an adaptive IT tool that provides students with feedback on the argumentation structure of a given text. We compared AL with 54 students to a proven argumentation support tool. We found students using AL wrote more convincing texts with better formal quality of argumentation compared to the ones using the traditional approach. The measured technology acceptance provided promising results to use this tool as a feedback application in different learning settings. The results suggest that learning applications based on NLP may have a beneficial use for developing better writing and reasoning for students in traditional learning settings.

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Section: Evaluation and Resultsmentioning

confidence: 99%

AL: An Adaptive Learning Support System for Argumentation Skills

Wambsganss

Niklaus

Cetto

et al. 2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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“…Learners studied the learning material in their own time and place and, if needed, could repeat the learning process. The LMS guided students through the learning process using learning materials and lecture videos, and various mock exam resources, such as tests and peer assessment features (Lehmann, Söllner, & Leimeister, 2016;Oeste et al, 2014). Ultimately, using all the knowledge gained, the learners prepared individual solutions for a part of an extensive open-ended free text assignment, which is considered as the problem-solving portion in our study.…”

Section: Study Contextmentioning

confidence: 99%

Ladders for Learning: Is Scaffolding the Key to Teaching Problem-Solving in Technology-Mediated Learning Contexts?

Janson

Söllner

Leimeister

2020

AMLE

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The research presented in this paper was partially funded by the German Federal Ministry of Education and Research in the context of the project KoLeArn (www.KoLeArn.de), Grant No. 01BE17008A. The authors are responsible for the content of this publication. We express our gratitude to the students of the University of Kassel who took part in this study. We would also like to thank Marian Thiel de Gafenco for his work and ideas in the early phases of this research project. Furthermore, this research builds on a paper that has been presented at the Academy of Management Annual Meeting 2017 in Atlanta (Janson & Söllner, 2017). We thank the reviewers and attendees as well as the mentors of the Management Education and Learning Writers Workshop for their valuable feedback that helped us to improve our research and to write this paper. Last but not least, we thank the Associate Editor for his guidance as well as the three anonymous reviewers for their constructive feedback and openness during the review process.

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“…Concerning TML research in specific, interactivity is the most profoundly studied process-specific component that has been the focus of research (Bitzer and Janson, 2014). Interaction and interactivity, including interaction among learners, learner-lecturer interaction, and learner-IT interaction (Brower, 2003;Cole et al, 2004;Evans and Gibbons, 2007;Lehmann et al, 2016;Sims, 2003;Smith and Woody, 2000;Thurmond and Wambach, 2004;Moore, 1989), have been widely examined and can be considered an important facet of TML success. In addition, just recently, the appropriation of training methods has been examined, providing insights into the facets of this construct, such as technology mediation or collaboration (Gupta and Bostrom, 2013).…”

Section: Tml Process Qualitymentioning

confidence: 99%

Process is King: Evaluating the Performance of Technology-mediated Learning in Vocational Software Training

Söllner

Bitzer

Janson

et al. 2018

Journal of Information Technology

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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.

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Design and Evaluation of an IT-Based Peer Assessment to Increase Learner Performance in Large-Scale Lectures

Cited by 8 publications

References 75 publications

AL: An Adaptive Learning Support System for Argumentation Skills

AL: An Adaptive Learning Support System for Argumentation Skills

Ladders for Learning: Is Scaffolding the Key to Teaching Problem-Solving in Technology-Mediated Learning Contexts?

Process is King: Evaluating the Performance of Technology-mediated Learning in Vocational Software Training

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