Nudging in Blended Learning

Evaluation of Email-based progress feedback in a Flipped-Classroom Information Systems Course

Publikation: Bidrag til bog/antologi/rapportKonferencebidrag i proceedingsForskningpeer review

Resumé

For blended learning (i.e., teaching modes that combine online and traditional classroom-based teaching) to be effective, it is of utmost importance that learners regularly follow asynchronously provided online content so that they appear adequately prepared to the face-to-face classes. This research tests whether certain “nudges”, implemented as individualized email-based feedback on the learner’s online lecture viewing progress, have a measurable effect on the extent and intensity of online learning behavior. We used a flipped-classroom graduate Information Systems (IS) course as an experimental setting to test whether learners were more likely to view videos (extent) and viewed more video minutes (intensity) subsequent to receiving such a nudging email on week and day levels. We also tested for potential interaction with variables such as gender and time. Our findings not only provide that the email-based nudges are effective, but also that male learners react stronger to these nudges than female learners, while these nudging effects also get weaker over the duration of a course. Our findings hold important implications for the design of learning management systems for online and blended learning.
OriginalsprogEngelsk
TitelProceedings of the 27th European Conference on Information Systems : ECIS 2019 Proceedings
Antal sider15
Udgivelses stedAtlanta, GA
ForlagAssociation for Information Systems. AIS Electronic Library (AISeL)
Publikationsdato2019
ISBN (Trykt)9781733632508
StatusUdgivet - 2019
BegivenhedThe 27th European Conference on Information Systems (ECIS) 2019: Information Systems for a Sharing Society - Stockholm University, Stockholm, Sverige
Varighed: 8 jun. 201914 jun. 2019
Konferencens nummer: 27
http://ecis2019.eu/

Konference

KonferenceThe 27th European Conference on Information Systems (ECIS) 2019
Nummer27
LokationStockholm University
LandSverige
ByStockholm
Periode08/06/201914/06/2019
Internetadresse
NavnProceedings of the European Conference on Information Systems
ISSN0000-0034

Emneord

  • Online learning
  • Blended learning
  • Flipped classroom
  • Education
  • Nudging
  • Learning behaviour
  • Feedback
  • Field experiment
  • Panel data analysis
  • Gender
  • Learning management systems

Citer dette

van Oldenbeek, M., Winkler, T. J., Buhl-Wiggers, J., & Hardt, D. (2019). Nudging in Blended Learning: Evaluation of Email-based progress feedback in a Flipped-Classroom Information Systems Course. I Proceedings of the 27th European Conference on Information Systems: ECIS 2019 Proceedings Atlanta, GA: Association for Information Systems. AIS Electronic Library (AISeL). Proceedings of the European Conference on Information Systems
van Oldenbeek, Maxim ; Winkler, Till J. ; Buhl-Wiggers, Julie ; Hardt, Daniel. / Nudging in Blended Learning : Evaluation of Email-based progress feedback in a Flipped-Classroom Information Systems Course. Proceedings of the 27th European Conference on Information Systems: ECIS 2019 Proceedings. Atlanta, GA : Association for Information Systems. AIS Electronic Library (AISeL), 2019. (Proceedings of the European Conference on Information Systems).
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title = "Nudging in Blended Learning: Evaluation of Email-based progress feedback in a Flipped-Classroom Information Systems Course",
abstract = "For blended learning (i.e., teaching modes that combine online and traditional classroom-based teaching) to be effective, it is of utmost importance that learners regularly follow asynchronously provided online content so that they appear adequately prepared to the face-to-face classes. This research tests whether certain “nudges”, implemented as individualized email-based feedback on the learner’s online lecture viewing progress, have a measurable effect on the extent and intensity of online learning behavior. We used a flipped-classroom graduate Information Systems (IS) course as an experimental setting to test whether learners were more likely to view videos (extent) and viewed more video minutes (intensity) subsequent to receiving such a nudging email on week and day levels. We also tested for potential interaction with variables such as gender and time. Our findings not only provide that the email-based nudges are effective, but also that male learners react stronger to these nudges than female learners, while these nudging effects also get weaker over the duration of a course. Our findings hold important implications for the design of learning management systems for online and blended learning.",
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van Oldenbeek, M, Winkler, TJ, Buhl-Wiggers, J & Hardt, D 2019, Nudging in Blended Learning: Evaluation of Email-based progress feedback in a Flipped-Classroom Information Systems Course. i Proceedings of the 27th European Conference on Information Systems: ECIS 2019 Proceedings. Association for Information Systems. AIS Electronic Library (AISeL), Atlanta, GA, Proceedings of the European Conference on Information Systems, The 27th European Conference on Information Systems (ECIS) 2019, Stockholm, Sverige, 08/06/2019.

Nudging in Blended Learning : Evaluation of Email-based progress feedback in a Flipped-Classroom Information Systems Course. / van Oldenbeek, Maxim; Winkler, Till J.; Buhl-Wiggers, Julie; Hardt, Daniel.

Proceedings of the 27th European Conference on Information Systems: ECIS 2019 Proceedings. Atlanta, GA : Association for Information Systems. AIS Electronic Library (AISeL), 2019. (Proceedings of the European Conference on Information Systems).

Publikation: Bidrag til bog/antologi/rapportKonferencebidrag i proceedingsForskningpeer review

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AU - Hardt, Daniel

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AB - For blended learning (i.e., teaching modes that combine online and traditional classroom-based teaching) to be effective, it is of utmost importance that learners regularly follow asynchronously provided online content so that they appear adequately prepared to the face-to-face classes. This research tests whether certain “nudges”, implemented as individualized email-based feedback on the learner’s online lecture viewing progress, have a measurable effect on the extent and intensity of online learning behavior. We used a flipped-classroom graduate Information Systems (IS) course as an experimental setting to test whether learners were more likely to view videos (extent) and viewed more video minutes (intensity) subsequent to receiving such a nudging email on week and day levels. We also tested for potential interaction with variables such as gender and time. Our findings not only provide that the email-based nudges are effective, but also that male learners react stronger to these nudges than female learners, while these nudging effects also get weaker over the duration of a course. Our findings hold important implications for the design of learning management systems for online and blended learning.

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KW - Field experiment

KW - Panel data analysis

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van Oldenbeek M, Winkler TJ, Buhl-Wiggers J, Hardt D. Nudging in Blended Learning: Evaluation of Email-based progress feedback in a Flipped-Classroom Information Systems Course. I Proceedings of the 27th European Conference on Information Systems: ECIS 2019 Proceedings. Atlanta, GA: Association for Information Systems. AIS Electronic Library (AISeL). 2019. (Proceedings of the European Conference on Information Systems).