The Interplay of Presence and Online Learning in a Personalised Flipped Classroom

Publication Type

Contribution to conference

Authors

Philipp Melzer, Mareike Schoop

Year of publication

2018

Published in

International Conference on Information Systems (ICIS) Paper, IS Education & Curriculum (accepted for publication)

Editor

Michael Rosemann, Sudha Ram, Jan Pries-Heje

Conference name

International Conference on Information Systems (ICIS)

Conference location

San Francisco, USA

Conference date

13. - 16.12.2018

Blended learning, i.e. the combination of presence and online learning, promises to be the best of both worlds. The flipped classroom is a blended learning intervention explicitly focusing on personalised, interactive, and applied learning. However, the interplay between presence and online learning in the flipped classroom with respect to cognitive, affective, and behavioural learning outcomes remains unclear. Employing a mixed-methods approach consisting of structural equation modelling complemented by qualitative interviews, this study presents a first step to disentangle the interplay of presence and online learning. The study finds personalised learning in the presence realm to be positively related to the information quality of the course materials, while personalised learning in the online realm is positively related to the perceived usefulness of the virtual learning environment used. Whilst learner satisfaction can be increased in both worlds, no positive relationship is found regarding perceived and factual learning outcomes.