@article{TetzlaffHartmannDumontetal.2022,
  author    = {Tetzlaff, Leonard and Hartmann, Ulrike and Dumont, Hanna and Brod, Garvin},
  title     = {Assessing individualized instruction in the classroom},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI)},
  volume    = {82},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI)},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2022.101655},
  pages     = {10},
  year      = {2022},
  abstract  = {In this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live obser-vations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students' ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualized instruction in the classroom.},
  language  = {en}
}
@inproceedings{BenderFabianHauptetal.2018,
  author    = {Bender, Benedict and Fabian, Benjamin and Haupt, Johannes and Neumann, Tom},
  title     = {Track and Treat},
  series = {Twenty-Sixth European Conference on Information Systems (ECIS 2018)},
  booktitle = {Twenty-Sixth European Conference on Information Systems (ECIS 2018)},
  pages     = {14},
  year      = {2018},
  abstract  = {E-Mail tracking mechanisms gather information on individual recipients' reading behavior. Previous studies show that e-mail newsletters commonly include tracking elements. However, prior work does not examine the degree to which e-mail senders actually employ gathered user information. The paper closes this research gap by means of an experimental study to clarify the use of tracking-based infor- mation. To that end, twelve mail accounts are created, each of which subscribes to a pre-defined set of newsletters from companies based in Germany, the UK, and the USA. Systematically varying e-mail reading patterns across accounts, each account simulates a different type of user with individual read- ing behavior. Assuming senders to track e-mail reading habits, we expect changes in mailer behavior. The analysis confirms the prominence of tracking in that over 92\% of the newsletter e-mails contain tracking images. For 13 out of 44 senders an adjustment of communication policy in response to user reading behavior is observed. Observed effects include sending newsletters at different times, adapting advertised products to match the users' IT environment, increased or decreased mailing frequency, and mobile-specific adjustments. Regarding legal issues, not all companies that adapt the mail-sending behavior state the usage of such mechanisms in their privacy policy.},
  language  = {en}
}
@article{VladovaHeutsTeichmann2021,
  author    = {Vladova, Gergana and Heuts, Alexander and Teichmann, Malte},
  title     = {Dem Mitarbeiter zu Diensten},
  series = {HMD : Praxis der Wirtschaftsinformatik},
  journal   = {HMD : Praxis der Wirtschaftsinformatik},
  number    = {57},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1436-3011},
  doi       = {doi.org/10.1365/s40702-020-00626-7},
  pages     = {710 -- 721},
  year      = {2021},
  abstract  = {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 Zielgr{\"o}ße anzusehen. Dies geschieht jedoch nur, wenn die Mitarbeiter als Partner gesehen werden, deren Bed{\"u}rfnisse und Verst{\"a}ndnis nachhaltig ber{\"u}cksichtigt werden. Dieser Beitrag schl{\"a}gt vor diesem Hintergrund einen Ansatz vor, Weiterbildung als Personennahe Dienstleistung zu realisieren. Daf{\"u}r wird zuerst ein skizzenhafter {\"U}berblick {\"u}ber 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 Besch{\"a}ftigte die digitale Transformation ihres Unternehmens und daraus resultierende Bedarfe betrieblicher Weiterbildung wahrnehmen. Darauf basierend werden drei aktuelle Paradoxe abgeleitet, die mit einer Durchf{\"u}hrung von Weiterbildung als Personennahe Dienstleistung verhindert werden k{\"o}nnen. Empfehlungen und L{\"o}sungsans{\"a}tze werden hierzu diskutiert und weiterer Forschungsbedarf abgeleitet.},
  language  = {de}
}
@article{LuckeRensing2014,
  author    = {Lucke, Ulrike and Rensing, Christoph},
  title     = {A survey on pervasive education},
  series = {Pervasive and mobile computing},
  volume    = {14},
  journal   = {Pervasive and mobile computing},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1574-1192},
  doi       = {10.1016/j.pmcj.2013.12.001},
  pages     = {3 -- 16},
  year      = {2014},
  abstract  = {Researchers and developers worldwide have put their efforts into the design, development and use of information and communication technology to support teaching and learning. This research is driven by pedagogical as well as technological disciplines. The most challenging ideas are currently found in the application of mobile, ubiquitous, pervasive, contextualized and seamless technologies for education, which we shall refer to as pervasive education. This article provides a comprehensive overview of the existing work in this field and categorizes it with respect to educational settings. Using this approach, best practice solutions for certain educational settings and open questions for pervasive education are highlighted in order to inspire interested developers and educators. The work is assigned to different fields, identified by the main pervasive technologies used and the educational settings. Based on these assignments we identify areas within pervasive education that are currently disregarded or deemed challenging so that further research and development in these fields are stimulated in a trans-disciplinary approach. (C) 2013 Elsevier B.V. All rights reserved.},
  language  = {en}
}