%0 Journal Article %1 ls_leimeister %A Janson, Andreas %A Söllner, Matthias %A Leimeister, Jan Marco %D 2020 %I Academy of Management %J Academy of Management Learning & Education (AMLE) %K Flipped_Classroom Problem_Solving Technology-enhanced_Scaffolding Technology-mediated_Learning dempub itegpub pub_aja pub_jml pub_msö pubs_kolearn %N 4 %P 439-468 %R 10.5465/amle.2018.0078 %T Ladders for Learning: Is Scaffolding the Key to Teaching Problem Solving in Technology-mediated Learning Contexts? %U http://pubs.wi-kassel.de/wp-content/uploads/2021/01/JML_802.pdf %V 19 %X The success of innovative teaching/learning approaches aiming to foster problem solving in management education depends on useful and easy-to-use IT components in the learning process. However, the complexity of problem solving in self-regulated learning approaches may overwhelm the learner and can lead to unsatisfying learning outcomes. Research suggests the implementation of technology-enhanced scaffolds as a mechanism to guide the learners in their individual problem-solving process to enhance their learning outcomes. We present a theoretical model based on adaptive structuration theory and cognitive load theory that explains how technology-enhanced scaffolding contributes to learning outcomes. We test the model with a fully randomized between-subject experiment in a flipped classroom for management education focusing on individual problem solving. Our results show that technology-enhanced scaffolding contributes significantly to the management of cognitive load as well as to learning process satisfaction and problem-solving learning outcomes. Thereby, our paper provides new conceptual and empirically tested insights for a better understanding of technology-enhanced scaffolds and their design to assist problem solving and its respective effects in flipped classrooms for management education.

@article{ls_leimeister, abstract = {The success of innovative teaching/learning approaches aiming to foster problem solving in management education depends on useful and easy-to-use IT components in the learning process. However, the complexity of problem solving in self-regulated learning approaches may overwhelm the learner and can lead to unsatisfying learning outcomes. Research suggests the implementation of technology-enhanced scaffolds as a mechanism to guide the learners in their individual problem-solving process to enhance their learning outcomes. We present a theoretical model based on adaptive structuration theory and cognitive load theory that explains how technology-enhanced scaffolding contributes to learning outcomes. We test the model with a fully randomized between-subject experiment in a flipped classroom for management education focusing on individual problem solving. Our results show that technology-enhanced scaffolding contributes significantly to the management of cognitive load as well as to learning process satisfaction and problem-solving learning outcomes. Thereby, our paper provides new conceptual and empirically tested insights for a better understanding of technology-enhanced scaffolds and their design to assist problem solving and its respective effects in flipped classrooms for management education.}, added-at = {2019-09-13T17:08:20.000+0200}, author = {Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, biburl = {https://www.bibsonomy.org/bibtex/206713bf369c791f143ee6c03351a3fca/ls_leimeister}, doi = {10.5465/amle.2018.0078}, interhash = {27b8fda25233db58f2dbc171b39b11f3}, intrahash = {06713bf369c791f143ee6c03351a3fca}, journal = {Academy of Management Learning & Education (AMLE)}, keywords = {Flipped_Classroom Problem_Solving Technology-enhanced_Scaffolding Technology-mediated_Learning dempub itegpub pub_aja pub_jml pub_msö pubs_kolearn}, language = {english}, month = dec, number = 4, pages = {439-468}, publisher = {Academy of Management}, timestamp = {2021-01-04T13:28:43.000+0100}, title = {Ladders for Learning: Is Scaffolding the Key to Teaching Problem Solving in Technology-mediated Learning Contexts? }, url = {http://pubs.wi-kassel.de/wp-content/uploads/2021/01/JML_802.pdf}, volume = 19, year = 2020 }