Universitäten sind heutzutage mit einer immer größeren Anzahl an Studierenden konfrontiert. Entsprechend findet nur wenig oder keine Interaktion zwischen Lehrenden und Studierenden statt, und es kommt zu wenig Feedback. Dies ist oftmals kritisch, da besonders Feedback und die direkte Interaktion wichtig für den Lernerfolg und die Zufriedenheit für beide Seiten sind. Der Einsatz von IT-gestütztem Peer-Assessment (ITPA) ist eine Lösung, um die Interaktion und das Feedback mit Studierenden in einen Lernprozess zu integrieren. Dabei beurteilen Lernende wechselseitig die Qualität der Arbeit von anderen. In dem vorliegenden Kapitel wird aufgezeigt, wie ITPA in eine Blended-Learning-Massenlehrveranstaltung integriert werden kann. Die Ergebnisse zeigen, dass ITPA eine wichtige Rolle in Bezug auf den wahrgenommenen Lernerfolg und die Zufriedenheit spielt. Aufgezeigt wird, wie Massenlehrveranstaltungen ressourcenschonend bereichert werden können.

Feedback is one of the most influential factor when it comes to learning success of students. Especially large-scale classes at universities often lack feedback caused by the scarcity of resources. Even though a lack of feedback is problematic across all domains, especially when educating future IS executives, who are supposed to lead team members by providing effective feedback. In this study, we use IT-based peer assessment (ITPA) in a large-scale class to support students with feedback during their learning-process. Specifically, our results show that participating in ITPA lead to an increase in knowledge on the content of the class of about 28% on average. Furthermore, students train their ability to provide feedback, measured twice, self-reported and as quality of the feedback received – increased significantly during the class.

Although peer assessment is a widely used didactical method in higher education, little is known about a) how many peer assessors are required to receive a stable assessment on a peer's solution and b) how valid this assessment is compared to an expert assessment. To fill these gaps, we conducted a peer assessment in a large-scale lecture. Overall, 136 students participated in the peer assessment. Each student had to complete an assignment, which was then anonymously evaluated by five randomly selected peers, and three independent experts. We applied a bootstrap-based Monte Carlo simulation based on our data. The results show that a) three peer assessors are sufficient for a stable assessment, and b) the peer assessors are less critical compared to experts. We thus contribute to literature by providing insights on how many peer assessors are required when applying peer assessment, and how comparable peer assessment is with expert assessment.

We describe our use of the Experience API in preparing blue-collar workers for three frequently arising work contexts, including, for example, the requirement to perform maintenance tasks exactly as specified, consistently, quickly, and without error. We provide some theoretical underpinning for modifying and updating the API to remain useful in near-future training scenarios, such as having a shorter time allowed for kinaesthetic learning experiences than in traditional apprenticeships or training. We propose ways to involve a wide range of stakeholders in appraising the API and ensuring that any enhancements to it, or add-ons, are useful, feasible and compatible with current TEL practices and tools, such as learning-design modelling languages.

Laut aktueller Prognosen werden im Jahr 2050 noch 29,6 Millionen Beschäftigte in Deutschland leben, wodurch das Angebot qualifizierter Fachkräfte abnimmt. Hiervon ist insbesondere die Energiebranche betroffen. Diesbezüglich sind bereits heute bis zu 45% der Belegschaft über 50 Jahre alt, Tendenz steigend. Mitarbeiter der Energiebranche stehen neben dem demografischen Wandel vor einer weiteren Herausforderung: die zunehmende Digitalisierung. Neue Technologien kommen immer schneller auf den Markt. Mitarbeiter sind gefordert ihre Fachund ITKompetenzen stetig zu erweitern und aufrecht zu erhalten. Dies macht es notwendig, innovative Dienstleistungen auf dem Weiterbildungsmarkt anzubieten, damit Mitarbeiter der Energiebranche eigenständig im Arbeitsprozess sich notwendige Kompetenzen aneignen können. Der vorliegende Beitrag beschreibt den Prototypen und den Aufbau eines Lernsystems, welches durch eine integrierte Workshop-Serie eine systematische Aufbereitung von nutzergeneriertem Wissen berücksichtigt. Kompetenzmessinstrumente erlauben weiterhin eine stetige individuelle Rückmeldung auf den Lernerfolg.

Universities face increasing numbers of students leading to increasingly large lectures, and decreasing interaction and feedback, which are important factors for individual learning success and satisfaction. The use of IT can help in overcoming this challenge by increasing the interaction in large-scale lectures without massively increasing the workload of lecturers. This paper presents the design, use and evaluation of a mobile-learning application aiming to increase the interaction in large-scale lectures and the success of learners. For designing the application, the authors follow a design science research approach. The authors rely on insights from interaction theory as well as requirements gathered from lecturers and students in a focus group workshop. With the implementation, large-scale lecture related limitations can be overcome and the results help lecturers to face the according challenges. The results emphasize the potential of IT for university teaching and provide transferable insights for practical use in other learning scenarios.

In this study, we propose an IT-based peer assessment (ITPA) for enhancing interaction and feedback in universities' large-scale lectures. These lectures often lack interaction and feedback, and focus on mainly imparting factual knowledge. Hence, these formats often cannot go beyond the basic cognitive levels of educational objectives. Using the ITPA within the learning process helps integrating assignments focusing on high cognitive levels to comprehensively acquire the learning content. We follow a design science research approach to develop and evaluate the ITPA. Thus, we first identify requirements from theory and derive a set of design elements afterwards. A pre-test shows that the ITPA is seen as useful and learners intend to use it. The subsequent quasi-experiment in a large-scale lecture shows that learners who participated in the ITPA performed better in the part of the final exam trained by the ITPA, whereas they did not perform better in the others parts.

Universities are facing major challenges with increasing numbers of students and the requirement of cost savings. They intend to maintain international state-of-the-art research while providing future employees a high-quality education. In order to achieve these often conflicting goals of researching and teaching, innovative learning approaches need to be developed. We therefore propose a design of a flipped classroom for large-scale lectures that adopts a learner-centred approach and enables higher levels of interaction and learning outcomes. We therefore derive requirements from the theory of interaction and address them with design principles for large-scale flipped classrooms, which we implement in a large-scale information systems lecture. Our approach divides the teaching-learning process into a cycle of four successive phases: IT-supported phases for the acquisition and reflection of knowledge, as well as presence phases for the application and discussion of the acquired knowledge. We evaluated the concept by conducting structured interviews with lecture participants. We contribute to theory by deriving insights on how interaction and peer recognition account for the success of the flipped classroom approach. As a practical contribution, our paper gives advice on how large-scale lectures can be redesigned in order to meet future challenges of management education.

Steigende Studierendenzahlen pragen nach wie vor das Bild an deut- schen Universitaten, wodurch in Massenlehrveranstaltungen auf einen Dozent weit uber 100 Studierende kommen. Diese Lehrveranstaltungen sind durch mangelnde Interaktion zwischen allen Beteiligten und wenig Feedback fur Stu- dierende zu ihrem Lernstand gekennzeichnet. Das ist problematisch, da insbe- sondere diese Faktoren Pradiktoren fur individuellen Lernerfolg und Zufrieden- heit darstellen. Der Einsatz von IT-gestutztem Peer Assessment ist eine Mog- lichkeit, Interaktion und Feedback in den Lernprozess zu integrieren ohne den Dozenten zusatzlich zu belasten. Dabei beurteilen Lernende wechselseitig die Qualitat der Arbeit von Anderen. Der vorliegende Beitrag untersucht, wie IT- gestutztes Peer Assessment in eine Blended-Learning Massenlehrveranstaltung integriert werden kann. Die Ergebnisse zeigen, dass Peer Assessment eine wichtige Rolle fur wahrgenommenen Lernerfolg und Zufriedenheit spielt sowie von Studierenden als hilfreich empfunden wird. Der praktische Beitrag zeigt wie Massenlehrveranstaltungen ressourcenschonend bereichert werden konnen. Zudem wird als theoretischer Beitrag die Rolle der Einbindung von Peers in den Lernprozess betont.

Durch steigende Studierendenzahlen prägen universitäre Massenlehrveranstaltungen nach wie vor das Bild in der deutschen Hochschullandschaft. Diese Lehrveranstaltungen sind gekennzeichnet durch hohe Anonymität und einen Mangel an Interaktion und Zusammenarbeit. Lernende bleiben sich im Lernprozess weitestgehend selbst überlassen und sind eher Konsumenten der Lerninhalte anstatt selbst im Mittelpunkt der Lernaktivitäten zu stehen. Jedoch bilden vor allem verschiedene Formen der Interaktion entscheidende Faktoren für Lernerfolg und Zufriedenheit eines Einzelnen. Der Flipped Classroom stellt eine Möglichkeit dar, den Nachteilen von universitären Massenlehrveranstaltungen zu begegnen. Der vorliegende Beitrag präsentiert ein IT-gestütztes Flipped Classroom-Konzept am Beispiel einer Wirtschaftsinformatik-Grundlagenveranstaltung. Das Konzept unterteilt die Veranstaltung in vier aufeinander ablaufende Lernphasen: Selbstlernphase, Peer-Lernphase, Transferphase und Vertiefungsphase. Durch die Integration verschiedener Lernmethoden wird sichergestellt, dass zum einen die Potentiale des IT-gestützten Lernens – beispielsweise orts- und zeitunabhängiges Lernen – adressiert und zum anderen die verschiedenen Formen von Interaktion realisiert werden. Durch die intensive Beschäftigung und den intensiven Austausch mit den Lerninhalten wird sichergestellt, dass alle kognitiven Lernzielebenen adressiert und überprüft werden. Der praktische Beitrag zeigt wie Massenlehrveranstaltungen durch Lernmethoden bereichert werden können. Zudem wird als theoretischer Beitrag die aktive Einbindung von Lernenden in den Lernprozess und deren Rolle als Prosument betont. Das Konzept sowie die Ergebnisse des vorgestellten Beitrages lassen sich auf andere Veranstaltungen im universitären Kontext oder die betriebliche Weiterbildung übertragen.

Due to increasing numbers of students at German universities large-scale learning services are still a common default. These learning services lack interaction as well as feedback to assess learners’ knowledge on the cognitive levels of educational objectives. This situation is alarming, since interaction and feedback in order to assess the own learning progress are important factors for individual learning success and satisfaction. The use of an IT-based peer assessment as a learning instrument can help overcome these challenges by increasing interaction and feedback without massively increasing the workload of lecturers. In this research-in-progress paper we present a theory-driven design of an IT-based peer assessment aiming to increase interaction and feedback as well as assess learners’ knowledge on high cognitive levels of educational objectives in large-scale learning services. We fol- low a design science research approach and rely on insights from theory of interaction and feedback in order to gather requirements as well as derive design elements to create the IT-based peer assessment. As a next step, we will use the instrument in our large-scale learning service aiming to evaluate whether the IT-based peer assessment is useful to assess high cognitive levels of educational objectives, hence supporting learners during their learning process.

Universities face the challenge of increasing numbers of students leading to increasingly large lectures, and therefore decreasing interaction and collaboration, which are important factors for individual learning success and satisfaction. With this researchin-progress, we therefore propose a conceptual framework for a blended learning flipped classroom to redesign large-scale IS lectures, recognize the important role of peers in the student journey, and improve interaction. We therefore derive requirements from the theory of interaction for flipped classrooms. These requirements are addressed by design principles for flipped classrooms and implemented in a large-scale IS lecture. With the implementation, we are able to overcome large-scale lecture related limitations, and, as a practical contribution, help IS lecturers to face the according challenges. As a theoretical contribution, we enrich the body of large-scale learningteaching-environments by considering explicitly the role of peers. The study is currently running in order to evaluate the concept.

Universities face increasing numbers of students leading to increasingly large lectures, and decreasing interaction and collaboration, which are important factors for learning success and satisfaction. The use of IT can help overcoming this challenge by increasing the interaction in large-scale lectures without massively increasing the workload of lecturers. In this research-in-progress paper, we present the design and pre-test of a mobile-learning application aiming to increase the interaction in large-scale lectures and the learning success of learners. For designing our application, we follow a design science research approach. We rely on insights from interaction theory as well as requirements gathered from lecturers and students in a focus group workshop. A pre-test of our application showed high values for Perceived Usefulness, User Satisfaction, and Perceived Presentation Quality for the overall application and moreover high values for Performance Expectancy and Intention to Use of all but one functions. The results show that the application is ready for being used in large-scale lectures. As a next step, the application will be used in one of our large-scale lectures aiming to evaluate whether using our application has a positive impact on interaction, satisfaction and learning success.

Universities face the challenge of increasing numbers of students leading to increasingly large lectures, and therefore decreasing interaction and collaboration, which are important factors for individual learning success and satisfaction. With this research-in-progress, we therefore propose a conceptual framework for a blended learning flipped classroom to redesign large-scale IS lectures, recognize the important role of peers in the student journey, and improve interaction. We therefore derive requirements from the theory of interaction for flipped classrooms. These requirements are addressed by design principles for flipped classrooms and implemented in a large-scale IS lecture. With the implementation, we are able to overcome large-scale lecture related limitations, and, as a practical contribution, help IS lecturers to face the according challenges. As a theoretical contribution, we enrich the body of large-scale learning-teaching-environments by considering explicitly the role of peers. The study is currently running in order to evaluate the concept.

Large-scale lectures are a typical way of teaching university students. However, these lectures often lack interaction elements and do not foster awareness and reflection in the learning process. This results in insufficient learning outcomes such as learning satisfaction and success. Therefore, a new approach to engage interaction in such large-scale lectures is the flipped classroom concept which seeks to overcome these challenges by stimulating self-regulated learning phases and improving interaction as well as awareness and reflection in the presence phases of a lecture. However, it is still unclear how to actually increase reflection and awareness through interaction in such learning scenarios. For this purpose, we propose an application of a technology-enhanced peer assessment that is carried out in large-scale information systems lectures. Preliminary evaluation results suggest the potentials of this approach. Thus, we are able to provide first theoretical and practical implications for the application of a technology-enhanced peer assessment in large-scale lectures.