1;Foreword;5 2;Preface;6 3;Table of Contents;8 4;List of Figures;12 5;List of Tables;14 6;List of Abbreviations;15 7;1 Towards a Design-Oriented Approach for the Investigation of Self-Regulated Personalised Blended Learning;17 7.1;1.1 Equal Progressions in Pedagogy and Technology;17 7.1.1;1.1.1 Perspectives on Personalised Learning;20 7.1.2;1.1.2 Research Questions and Scope;22 7.2;1.2 A Design-Oriented Research Methodology;24 7.2.1;1.2.1 Design Science Research in Information Systems;25 7.2.2;1.2.2 Design-Based Research in the Learning Sciences;27 7.3;1.3 Synthesis and Resulting Approach;28 8;2 The Effects of Personalised Negotiation Training on Learning and Performance in Electronic Negotiations;33 8.1;2.1 Personalised Negotiation Training to Improve Electronic Negotiation Skills;34 8.2;2.2 Creating Personalised Negotiation Trainings Based on End-User Training Best Practices;35 8.2.1;2.2.1 Training Methods and Related Learning Techniques;36 8.2.2;2.2.2 Learning Process and Individual Differences;37 8.2.3;2.2.3 Development of Personalised Negotiation Trainings Matching Training Methods and Learning Styles;38 8.3;2.3 Hypotheses;39 8.3.1;2.3.1 Individual Hypotheses;40 8.3.2;2.3.2 Dyadic Hypotheses;42 8.4;2.4 Methodology;44 8.4.1;2.4.1 Participants;44 8.4.2;2.4.2 Experiment Procedure and Measurement;44 8.4.3;2.4.3 Negoisst System;46 8.5;2.5 Results;46 8.5.1;2.5.1 Descriptive Results and Construct Validity;46 8.5.2;2.5.2 Hypotheses Testing;49 8.6;2.6 Discussion;57 8.7;2.7 Conclusion;60 9;3 A Conceptual Framework for Task and Tool Personalisation in IS Education;62 9.1;3.1 Introduction;63 9.2;3.2 Theoretical Foundations;64 9.2.1;3.2.1 Collaborative Electronic Learning;65 9.2.2;3.2.2 Personalised Learning;67 9.2.3;3.2.3 Cognitive Fit;68 9.2.4;3.2.4 Taxonomy of Learning Tasks;70 9.2.5;3.2.5 Taxonomy of Learning Tools;72 9.3;3.3 The Personalised Learning Framework;75 9.3.1;3.3.1 Cognitive Fit and Personalised Learning;76 9.3.2;3.3.2 Cognitive Fit and the Personalisation of Learning Tasks;77 9.3.3;3.3.3 Cognitive Fit and the Personalisation of Learning Tools;78 9.3.4;3.3.4 Synthesis of the Personalisation of Tasks and Tools;79 9.4;3.4 An Example Application of the Personalised Learning Framework;80 9.4.1;3.4.1 Teaching Electronic Negotiations in Information Systems;80 9.4.2;3.4.2 Advanced Negotiation Management: Status Quo;81 9.4.3;3.4.3 Advanced Negotiation Management: Introducing the Personalised Learning Framework;85 9.5;3.5 Discussion;89 9.6;3.6 Conclusion;91 10;4 Personalising the IS Classroom - Insights on Course Design and Implementation;92 10.1;4.1 Introduction;93 10.2;4.2 Theoretical Background;94 10.3;4.3 Methodology;98 10.4;4.4 Explanatory Design Theory;99 10.4.1;4.4.1 General Requirements;99 10.4.2;4.4.2 General Components;102 10.5;4.5 Practical Design Theory;106 10.5.1;4.5.1 Course Specifics of Advanced Negotiation Management;106 10.5.2;4.5.2 Creating a Personalised Flipped Classroom from Advanced Negotiation Management;109 10.5.3;4.5.3 Advanced Negotiation Management as a Personalised Flipped Classroom;110 10.6;4.6 Evaluative Discussion;112 10.7;4.7 Conclusion;115 11;5 Towards a Holistic Evaluation Concept for Personalised Learning in Flipped Classrooms;116 11.1;5.1 Evaluating Modern Teaching and Learning;117 11.2;5.2 Methodology;119 11.3;5.3 An Overview of Models and Instruments for the Evaluation of Personalised Learning;119 11.3.1;5.3.1 Self-Regulated Learning;120 11.3.2;5.3.2 Learning Outcomes;121 11.3.3;5.3.3 Adoption;122 11.3.4;5.3.4 Individual Factors;122 11.4;5.4 A Personalised Flipped Classroom University Course;123 11.4.1;5.4.1 The Personalised Learning Framework;123 11.4.2;5.4.2 From a Traditional Lecture to a Personalised Flipped Classroom;125 11.5;5.5 An Evaluation Concept for Personalised Learning in Flipped Classrooms;126 11.5.1;5.5.1 Methodology;126 11.5.2;5.5.2 Application of Measures;127 11.6;5.6 Discussion and Outlook;129 12;6 Discussion and Outlook;132 12.1;6.1 Discussion;132 12.1.1;6.1.1 A Comparison