Krancher, Oliver JürgenOliver JürgenKrancher0000-0003-3876-3604Dibbern, JensJensDibbern0000-0003-0980-23952024-10-142024-10-142012https://boris-portal.unibe.ch/handle/20.500.12422/112095Individual learning is central to the success of the transition phase in software mainte-nance offshoring projects. However, little is known on how learning activities, such as on-the-job training and formal presentations, are effectively combined during the tran-sition phase. In this study, we present and test propositions derived from cognitive load theory. The results of a multiple-case study suggest that learning effectiveness was highest when learning tasks such as authentic maintenance requests were used. Con-sistent with cognitive load theory, learning tasks were most effective when they imposed moderate cognitive load. Our data indicate that cognitive load was influenced by the expertise of the onsite coordinator, by intrinsic task complexity, by the degree of specifi-cation of tasks, and by supportive information. Cultural and semantic distances may in-fluence learning by inhibiting supportive information, specification, and the assignment of learning tasks.enIS offshoringsoftware maintenanceindividual learningknowledge transfercognitive load theorytransition phasecultural distance600 - Technology::650 - Management & public relationsconference_item10.7892/boris.39356