@article{WotschackVladovadePaivaLareiroetal.2022, author = {Wotschack, Philip and Vladova, Gergana and de Paiva Lareiro, Patricia and Thim, Christof}, title = {Learning via assistance systems in industrial manufacturing}, series = {Journal of workplace learning}, volume = {35}, journal = {Journal of workplace learning}, number = {9}, publisher = {Emerald}, address = {Bradford}, issn = {1366-5626}, doi = {10.1108/JWL-09-2022-0119}, pages = {235 -- 258}, year = {2022}, abstract = {Purpose The purpose of this paper is to investigate how learning solely via an assistance system influences work performance compared with learning with a combination of an assistance system and additional training. While the training literature has widely emphasised the positive role of on-the-job training, particularly for groups that are often underrepresented in formalised learning situations, organisational studies have stressed the risks that emerge when holistic process knowledge is lacking and how this negatively affects work performance. This study aims at testing these negative effects within an experimental design. Design/methodology/approach This paper uses a laboratory experimental design to investigate how assistance-system-guided learning influences the individuals' work performance and work satisfaction compared with assistance-system-guided learning combined with theoretical learning of holistic process knowledge. Subjects were divided into two groups and assigned to two different settings. In the first setting, the participants used the assistance systems as an orientation and support tool right at the beginning and learned the production steps exclusively in this way. In the second setting, subjects received an additional 10-min introduction (treatment) at the beginning of the experiment, including detailed information regarding the entire work process. Findings This study provides evidence that learners provided with prior process knowledge achieve a better understanding of the work process leading to higher levels of productivity, quality and work satisfaction. At the same time, the authors found evidence for differences among workers' ability to process and apply this additional information. Subjects with lower productivity levels faced more difficulties processing and applying additional process information. Research limitations/implications Methodologically, this study goes beyond existing research on assistance systems by using a laboratory experimental design. Though the external validity of this method is limited by the artificial setting, it is a solid way of studying the impact of different usages of digital assistance systems in terms of training. Further research is required, however, including laboratory experiments with larger case numbers, company-level case studies and analyses of survey data, to further confirm the external validity of the findings of this study for the workplace. Practical implications This study provides some first evidence that holistic process knowledge, even in low-skill tasks, has an added value for the production process. This study contributes to firms' training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation. Social implications This study indicates the advantage for companies and societies to invest in additional skills and training and points at the limitations of assistance systems. This paper also contributes to training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation. Originality/value This study extends existing research on digital assistance systems by investigating their role in job-related-training. This paper contributes to labour sociology and organisational research by confirming the importance of holistic process knowledge as opposed to a solely task-oriented digital introduction.}, language = {en} } @article{VladovaUllrichSloaneetal.2023, author = {Vladova, Gergana and Ullrich, Andr{\´e} and Sloane, Mona and Renz, Andr{\´e} and Tsui, Eric}, title = {Editorial: new teaching and learning worlds}, series = {Frontiers in education}, volume = {8}, journal = {Frontiers in education}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2504-284X}, doi = {10.3389/feduc.2023.1175498}, pages = {1 -- 3}, year = {2023}, language = {en} } @article{VladovaUllrichBenderetal.2021, author = {Vladova, Gergana and Ullrich, Andr{\´e} and Bender, Benedict and Gronau, Norbert}, title = {Students' acceptance of technology-mediated teaching - How it was influenced during the COVID-19 Pandemic in 2020}, series = {Frontiers in psychology / Frontiers Research Foundation}, volume = {12}, journal = {Frontiers in psychology / Frontiers Research Foundation}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2021.636086}, pages = {15}, year = {2021}, abstract = {In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring-summer 2020 semester. Our study focused on (1) the students' acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study's results and derive short- and long-term implications for science and practice.}, language = {en} } @article{VladovaAdelhelm2009, author = {Vladova, Gergana and Adelhelm, Silvia}, title = {Informal knowledge flows in open innovation : both a blessing and a curse?}, isbn = {978-952-214-767-7}, year = {2009}, language = {en} } @article{UllrichVladovaMarquartetal.2022, author = {Ullrich, Andr{\´e} and Vladova, Gergana and Marquart, Danny and Braun, Andreas and Gronau, Norbert}, title = {An overwiew of benefits and risks in open innovation projects and the influence of intermediary participation, decision-making authority, experience, and position on their perception}, series = {International journal of innovation management : IJIM}, volume = {26}, journal = {International journal of innovation management : IJIM}, number = {02}, publisher = {World Scientific Publ.}, address = {Singapore}, issn = {1363-9196}, doi = {10.1142/S1363919622500128}, pages = {41}, year = {2022}, abstract = {This paper presents an exploratory study investigating the influence of the factors (1) intermediary participation, (2) decision-making authority, (3) position in the enterprise, and (4) experience in open innovation on the perception and assessment of the benefits and risks expected from participating in open innovation projects. For this purpose, an online survey was conducted in Germany, Austria and Switzerland. The result of this paper is an empirical evidence showing whether and how these factors affect the perception of potential benefits and risks expected within the context of open innovation project participation. Furthermore, the identified effects are discussed against the theory. Existing theory regarding the benefits and risks of open innovation is expanded by (1) finding that they are perceived mostly independently of the factors, (2) confirming the practical relevance of benefits and risks, and (3) enabling a finer distinction between their degrees of relevance according to respective contextual specifics.}, language = {en} } @article{UllrichVladovaEigelshovenetal.2022, author = {Ullrich, Andr{\´e} and Vladova, Gergana and Eigelshoven, Felix and Renz, Andr{\´e}}, title = {Data mining of scientific research on artificial intelligence in teaching and administration in higher education institutions}, series = {Discover artificial intelligence}, volume = {2}, journal = {Discover artificial intelligence}, publisher = {Springer}, address = {Cham}, issn = {2731-0809}, doi = {10.1007/s44163-022-00031-7}, pages = {18}, year = {2022}, abstract = {Teaching and learning as well as administrative processes are still experiencing intensive changes with the rise of artificial intelligence (AI) technologies and its diverse application opportunities in the context of higher education. Therewith, the scientific interest in the topic in general, but also specific focal points rose as well. However, there is no structured overview on AI in teaching and administration processes in higher education institutions that allows to identify major research topics and trends, and concretizing peculiarities and develops recommendations for further action. To overcome this gap, this study seeks to systematize the current scientific discourse on AI in teaching and administration in higher education institutions. This study identified an (1) imbalance in research on AI in educational and administrative contexts, (2) an imbalance in disciplines and lack of interdisciplinary research, (3) inequalities in cross-national research activities, as well as (4) neglected research topics and paths. In this way, a comparative analysis between AI usage in administration and teaching and learning processes, a systematization of the state of research, an identification of research gaps as well as further research path on AI in higher education institutions are contributed to research.}, language = {en} } @article{UllrichVladova2016, author = {Ullrich, Andre and Vladova, Gergana}, title = {Weighing the Pros and Cons of Engaging in Open Innovation}, series = {Technology Innovation Management Review}, volume = {8}, journal = {Technology Innovation Management Review}, publisher = {Carleton University Graphic Services}, address = {Ottawa}, issn = {1927-0321}, pages = {34 -- 40}, year = {2016}, abstract = {The positive aspects of open innovation projects are widely discussed in innovation management research and practice by means of case studies and best practices. However, enterprises, particularly small and medium-sized enterprises (SMEs) also face miscellaneous challenges in open innovation practice, leading to uncertainty and even renunciation of open innovation project participation. Thus, it is essential for SMEs to find the right balance between possible positive effects and negative consequences - the latter being the less studied "dark sides" of open innovation. However, appropriate methods of finding this balance are still lacking. In this article, we discuss the assessment of open innovation project participation by presenting a weighing and decision process framework as a conceivable solution approach. The framework includes an internal, external, and integrated analysis as well as a recommendation and decision phase. Piece by piece, we investigate the current situation and the innovation goals of the enterprise as an initial point for a decision for or against engaging in open innovation. Furthermore, we discuss the development of a software tool that automatically applies this framework and allows self-assessment by SMEs.}, language = {en} } @article{TeichmannVladovaGronau2023, author = {Teichmann, Malte and Vladova, Gergana and Gronau, Norbert}, title = {Conception of subject-oriented learning}, series = {SSRN eLibrary / Social Science Research Network}, journal = {SSRN eLibrary / Social Science Research Network}, publisher = {Social Science Electronic Publ.}, address = {[Erscheinungsort nicht ermittelbar]}, issn = {1556-5068}, doi = {10.2139/ssrn.4457995}, pages = {6}, year = {2023}, abstract = {Competence development must change at all didactic levels to meet the new requirements triggered by digitization. Unlike classic learning theories and the resulting popular approaches (e.g., sender-receiver model), future-oriented vocational training must include new learning theory impulses in the discussion about competence acquisition. On the one hand, these impulses are often very well elaborated on the theoretical side, but the transfer into innovative learning environments - such as learning factories - is often still missing. On the other hand, actual learning factory (design) approaches often concentrate primarily on the technical side. Subject-oriented learning theory enables the design of competence development-oriented vocational training projectsin learning factories in which persons can obtain relevant competencies for digitization. At the same time, such learning theory approaches assume a potentially infinite number of learning interests and reasons. Following this, competence development is always located in an institutional or organizational context. The paper conceptionally answers how this theoryimmanent challenge is synthesizable with the reality of organizationally competence development requirements.}, language = {en} } @article{SultanowVladovaWeber2009, author = {Sultanow, Eldar and Vladova, Gergana and Weber, Edzard}, title = {Overcoming communication barriers for CMC in enterprises}, isbn = {978-0-615-30358-1}, year = {2009}, language = {en} } @article{ScheelVladovaUllrich2022, author = {Scheel, Laura and Vladova, Gergana and Ullrich, Andr{\´e}}, title = {The influence of digital competences, self-organization, and independent learning abilities on students' acceptance of digital learning}, series = {International journal of educational technology in higher education}, volume = {19}, journal = {International journal of educational technology in higher education}, number = {44}, publisher = {Springer}, address = {Cham}, issn = {2365-9440}, doi = {10.1186/s41239-022-00350-w}, pages = {33}, year = {2022}, abstract = {Despite digital learning disrupting traditional learning concepts and activities in higher education, for the successful integration of digital learning, the use and acceptance of the students are essential. This acceptance depends in turn on students' characteristics and dispositions, among other factors. In our study, we investigated the influence of digital competences, self-organization, and independent learning abilities on students' acceptance of digital learning and the influence of their acceptance on the resistance to the change from face-to-face to digital learning. To do so, we surveyed 350 students and analyzed the impact of the different dispositions using ordinary least squares regression analysis. We could confirm a significant positive influence of all the tested dispositions on the acceptance of digital learning. With the results, we can contribute to further investigating the underlying factors that can lead to more positive student perceptions of digital learning and build a foundation for future strategies of implementing digital learning into higher education successfully.}, language = {en} }