TY - JOUR A1 - Wotschack, Philip A1 - Vladova, Gergana A1 - de Paiva Lareiro, Patricia A1 - Thim, Christof T1 - Learning via assistance systems in industrial manufacturing BT - an experimental study in an Industry 4.0 environment JF - Journal of workplace learning N2 - 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. KW - information technology KW - training KW - knowledge KW - workplace learning KW - new technology Y1 - 2023 U6 - https://doi.org/10.1108/JWL-09-2022-0119 SN - 1366-5626 SN - 1758-7859 VL - 35 IS - 9 SP - 235 EP - 258 PB - Emerald CY - Bradford ER - TY - JOUR A1 - Vladova, Gergana A1 - Wotschack, Philip A1 - Lareiro, Patricia de Paiva A1 - Gronau, Norbert A1 - Thim, Christof T1 - Lernen mit Assistenzsystemen T1 - Learning with assistance systems BT - vor lauter Aufgaben den Prozess nicht sehen? BT - not seeing the process for the tasks? JF - Industrie 4.0 Management : Gegenwart und Zukunft industrieller Geschäftsprozesse N2 - Der Beitrag beschreibt die Konzeption und Durchführung und bietet einen Einblick in die ersten Ergebnisse einer Untersuchung mit experimentellem Design in einer simulierten Prozessumgebung im Forschungs- und Anwendungszentrum Industrie 4.0 in Potsdam. Im Mittelpunkt stehen Anlernprozesse im Bereich der Einfacharbeit (Helfertätigkeiten) und ihre Gestaltung durch den Einsatz digitaler Assistenzsysteme. In der Arbeitsforschung finden sich Hinweise darauf, dass mit dem Einsatz dieser Systeme Prozesswissen verloren geht, im Sinne einer guten Kenntnis des gesamten Arbeitsprozesses, in den die einzelnen Tätigkeiten eingebettet sind. Das kann sich als Problem erweisen, vor allem wenn unvorhersehbare Situationen oder Fehler eintreten. Um die Rolle von Prozesswissen beim Einsatz von digitalen Assistenzsystemen zu untersuchen, wird im Experiment eine echte Fabriksituation simuliert. Die Probanden werden über ein Assistenzsystem Schritt für Schritt in ihre Aufgabentätigkeit angelernt, einem Teil der Probanden wird allerdings am Anfang zusätzlich Prozesswissen im Rahmen einer kurzen Schulung vermittelt. N2 - The paper describes the conception and implementation as well as offers an insight into the first results of a study with experimental design in a simulated process environment at the Research and Application Center Industry 4.0 in Potsdam. The focus is on learning processes in the field of simple work and their organization through the use of digital assistance systems. In labour research, there are indications that process knowledge is lost with the use of these systems, in the sense of a good knowledge of the entire work process in which the individual activities are embedded. To investigate the role of process knowledge in the use of digital assistance systems, a real factory situation is simulated in the experiment. KW - Assistenzsysteme KW - Industrie 4.0 KW - Prozesswissen KW - Lernfabrik KW - assistance systems KW - industry 4.0 KW - process knowledge KW - learning factory Y1 - 2020 U6 - https://doi.org/10.30844/I40M_20-3_S16-20 SN - 2364-9208 VL - 36 IS - 3 SP - 16 EP - 20 PB - GITO mbH Verlag CY - Berlin ER - TY - JOUR A1 - Vladova, Gergana A1 - Weber, Edzard T1 - Bedarf von KMU für anwendergerechte Aufbereitung von Norminhalten Y1 - 2009 SN - 0722-2912 ER - TY - JOUR A1 - Vladova, Gergana A1 - Ullrich, André A1 - Sloane, Mona A1 - Renz, André A1 - Tsui, Eric T1 - Editorial: new teaching and learning worlds BT - potentials and limitations of digitalization for innovative and sustainable research and practice in education and training JF - Frontiers in education KW - creativity KW - design thinking KW - digital education KW - 21st century skills KW - open education KW - virtual education Y1 - 2023 U6 - https://doi.org/10.3389/feduc.2023.1175498 SN - 2504-284X VL - 8 SP - 1 EP - 3 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Vladova, Gergana A1 - Ullrich, André A1 - Bender, Benedict A1 - Gronau, Norbert T1 - Students’ acceptance of technology-mediated teaching – How it was influenced during the COVID-19 Pandemic in 2020 BT - A study from Germany JF - Frontiers in psychology / Frontiers Research Foundation N2 - 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. KW - COVID-19 KW - digital learning KW - discipline differences KW - e-learning KW - TAM KW - technology acceptance KW - technology-mediated teaching KW - university teaching Y1 - 2020 U6 - https://doi.org/10.3389/fpsyg.2021.636086 SN - 1664-1078 VL - 12 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Vladova, Gergana A1 - Ullrich, André A1 - Bender, Benedict T1 - Chancen und Grenzen digitaler Lehre an Hochschulen aus Studierendenperspektive BT - Empirische Befunde und Gestaltungshinweise JF - HMD : Praxis der Wirtschaftsinformatik N2 - The design of qualitative, excellent teaching requires collaboration between teachers and learners. For this purpose, face-to-face teaching benefits from a long-standing tradition, while digital teaching is comparatively still at the beginning of its dissemination. A major developmental step toward the digitization of teaching was achieved in the context of university teaching during the Covid 19 pandemic in spring 2020, when face-to-face teaching was interrupted for months. During this time, important insights into the opportunities and limitations of digital teaching were gained. This paper presents selected results of a study conducted at four German universities and with 875 responses in spring 2020. The study uncovers opportunities and limitations of digital teaching from the students’ perspective and against the background of their experience in the completely digital semester. The results are used as a basis for deriving design guidelines for digital teaching and learning offerings. Based on a model for analyzing the design of teaching and learning formats, these indications are structured according to the elements learners, teachers, teaching content, environment and teaching style. Y1 - 2021 U6 - https://doi.org/https://doi.org/10.1365/s40702-021-00796-y SN - 2198-2775 SN - 1436-3011 VL - 58 SP - 1313 EP - 1326 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Vladova, Gergana A1 - Heuts, Alexander A1 - Teichmann, Malte T1 - Dem Mitarbeiter zu Diensten T1 - At the Service of the Employee BT - Weiterbildung und Qualifizierung als Personennahe Dienstleistung BT - Further Training and Qualification as a Personal Service JF - HMD : Praxis der Wirtschaftsinformatik N2 - Die Weiterbildung und Qualifizierung der Mitarbeiter sind zentrale Erfolgsfaktoren des digitalen Wandels. Die zentrale Herausforderung besteht darin, diese maßgeschnitten anzubieten sowie notwendige Akzeptanz nicht vorauszusetzen, sondern ebenso als Zielgröße anzusehen. Dies geschieht jedoch nur, wenn die Mitarbeiter als Partner gesehen werden, deren Bedürfnisse und Verständnis nachhaltig berücksichtigt werden. Dieser Beitrag schlägt vor diesem Hintergrund einen Ansatz vor, Weiterbildung als Personennahe Dienstleistung zu realisieren. Dafür wird zuerst ein skizzenhafter Überblick über grundlegende Kompetenzanforderungen des digitalen Wandels gegeben. Danach wird die aktuelle Situation betrieblicher Weiterbildung in der digitalen Transformation beleuchtet. Hierzu wurde in einem Zeitraum von sechs Monaten im Rahmen einer quantitativen Untersuchung erhoben, wie Beschäftigte die digitale Transformation ihres Unternehmens und daraus resultierende Bedarfe betrieblicher Weiterbildung wahrnehmen. Darauf basierend werden drei aktuelle Paradoxe abgeleitet, die mit einer Durchführung von Weiterbildung als Personennahe Dienstleistung verhindert werden können. Empfehlungen und Lösungsansätze werden hierzu diskutiert und weiterer Forschungsbedarf abgeleitet. N2 - The further training and qualification of employees are central success factors of digital change. The central challenge is to offer these customized services and not to presuppose acceptance, but rather to regard it as a target value. However, this will only happen if the employees are seen as partners and their needs and understanding are taken into account in the long term. Against this background, this article proposes an approach to realize further education as a personal service. For this purpose, a brief outline of the basic competence requirements of digital change is given first. Afterwards, the current situation of in-company continuing training in the digital transformation will be examined. A quantitative survey was conducted over a period of six months to determine how employees perceive the digital transformation of their company and the resulting needs for continuing vocational training. Based on this, three current paradoxes are derived, which can be prevented by conducting continuing education as personal service. Recommendations and solutions will be discussed and further research is needed. KW - Digitale Transformation KW - Kompetenzentwicklung KW - Weiterbildung KW - Industrie 4.0 KW - Personalisierung KW - Personennahe Dienstleistungen KW - Digital transformation KW - Competence development KW - Further education KW - Industry 4.0 KW - Personalization KW - Personal service Y1 - 2021 U6 - https://doi.org/doi.org/10.1365/s40702-020-00626-7 SN - 1436-3011 SN - 2198-2775 IS - 57 SP - 710 EP - 721 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Vladova, Gergana A1 - Gronau, Norbert T1 - KI-basierte Assistenzsysteme in betrieblichen Lernprozessen JF - Industrie 4.0 Management : Gegenwart und Zukunft industrieller Geschäftsprozesse N2 - Assistenzsysteme finden im Kontext der digitalen Transformation immer mehr Einsatz. Sie können Beschäftigte in industriellen Produktionsprozessen sowohl in der Anlern- als auch in der aktiven Arbeitsphase unterstützen. Kompetenzen können so arbeitsplatz- und prozessnah sowie bedarfsorientiert aufgebaut werden. In diesem Beitrag wird der aktuelle Forschungsstand zu den Einsatzmöglichkeiten dieser Assistenzsysteme diskutiert und mit Beispielen illustriert. Es werden unter anderem auch Herausforderungen für den Einsatz aufgezeigt. Am Ende des Beitrags werden Potenziale für die zukünftige Nutzung von AS in industriellen Lernprozessen und für die Forschung identifiziert. KW - KI KW - kognitive Assistenzsysteme KW - betriebliche Lernprozesse KW - Weiterbildung Y1 - 2022 U6 - https://doi.org/10.30844/I40M_22-2_11-14 SN - 2364-9216 SN - 2364-9208 VL - 38 IS - 2 SP - 11 EP - 14 PB - GITO mbH Verlag für Industrielle Informationstechnik und Organisation CY - Berlin ER - TY - JOUR A1 - Vladova, Gergana A1 - Bahrs, Julian T1 - Wissenstransfer als Mittel der internen Unternehmenskommunikation BT - eine explorative Untersuchung in neun internationalen Unternehmen JF - Handbuch prozessorientiertes Wissensmanagment Y1 - 2014 SN - 978-3-95545-026-7 SP - 37 EP - 47 PB - GITO CY - Berlin ER - TY - JOUR A1 - Vladova, Gergana A1 - Bahrs, Julian T1 - Wissenstransfer als Mittel der internen Unternehmenskommunikation : eine explorative Untersuchung in neun internationalen Unternehmen Y1 - 2009 SN - 978-3-88579-239-0 ER -