| 1. |
- Viberg, Olga, et al.
(author)
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Cross-cultural analysis of users’ attitudes toward the use of mobile devices in second and foreign language learning in higher education : A case from China and Sweden
- 2013
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In: Computers and education. - : Pergamon-Elsevier Science Ltd. - 0360-1315 .- 1873-782X. ; 69, s. 169-180
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Journal article (peer-reviewed)abstract
- The present study examined the current state of students’ attitudes toward mobile technology use in and for second and foreign language learning in higher education. Moreover, the study investigated if age, gender or cultural factors affect these attitudes. A total of 345 students from two in many aspects different countries, China (Yunnan University) and Sweden (Dalarna University) participated in this study. To access learners’ perceptions toward mobile technology use, we employed Kearney’s pedagogical framework to mobile learning from a socio-cultural perspective (Kearney, Schuck, Burden, & Aubusson, 2012). Hofstede’s cultural dimensions were used to approach students’ cultural views, as these dimensions represent some values – aspects of culture – that may affect attitudes toward technology and learning individually as well as in combination. The findings show the respondents’ attitudes toward mobile learning are very positive with individualization being most positive (83%) followed by collaboration (74%), and authenticity (73%). The statistical analysis indicates that Hofstede’s factors cannot explain the differences in mobile-assisted language learning (MALL) attitudes in the chosen sample. Among the personal factors, gender is identified to be a predictor to explain the differences in students’ attitudes toward MALL. This study shows that technology itself seems to be the most important culture-shaping factor, more important than culture inherited from the physical environment, and more important than age.
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| 2. |
- Viberg, Olga, et al.
(author)
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Systematising the Field of Mobile Assisted Language Learning
- 2013
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In: International Journal of Mobile and Blended Learning. - IGI Global : IGI Global. - 1941-8647 .- 1941-8655. ; 5:4, s. 72-90
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Journal article (peer-reviewed)abstract
- This study provides a systematic review of mobile assisted language (MALL) research within the specifc area of second language acquisition (SLA) during the period of 2005-2012 in terms of research approaches, theories and methods, technology, and the linguistic knowledge and skills' results. The fndings show a shift from the prevailing SMS-based language learning in 2005-2008 towards the use of more advanced multimedia and intelligent learning systems in the last years. Many highly cited studies focus on design of mobile language learning systems and experimental evaluation of their effectiveness. Studies often draw on mature pedagogic models and methods. However, descriptive and small-scale experimental studies dominate. In terms of theoretical approaches and frameworks, there is a lack of specifc reference to mobile learning conceptual and theoretical models, which makes it diffcult to distinguish any specifc mobile learning theories from other learning theories. Research has so far paid most attention to learners' vocabulary acquisition.
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| 3. |
- Viberg, Olga, 1982-, et al.
(author)
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Understanding students' learning practices : challenges for design and integration of mobile technology into distance education
- 2017
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In: Learning, Media & Technology. - : Routledge. - 1743-9884 .- 1743-9892. ; 42:3, s. 357-377
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Journal article (peer-reviewed)abstract
- This study explores the design requirements for mobile applications for second language learning in online/distance higher education settings. We investigate how students use technology and how they perceive that these technologies-in-practice facilitate their language learning. Structuration Theory is used for the analysis. Results show that design needs to consider that (i) students use their private mobile technologies frequently when conducting self-initiated learning tasks, (ii) students’ mobile technologies-in-practice are important, and course designers should design materials and tools for such use practices, and (iii) students prefer to work on their own due to the limited time they want to devote to their learning. Consequently, in regard to the pervasive nature of mobile technology integration in society and into students’ habitual use, they need various software tools on such devices to support individual learning.
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| 4. |
- Agélii Genlott, Annika, 1968-, et al.
(author)
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Disseminating digital innovation in school : leading second-order educational change
- 2019
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In: Education and Information Technologies. - : Springer. - 1360-2357 .- 1573-7608. ; 24:5, s. 3021-3039
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Journal article (peer-reviewed)abstract
- Using digital technology effectively in schools requires profound changes in traditional teaching and learning activities. Pedagogical innovations often start small-scale and developing good ideas into shared practice across schools is challenging in many ways, especially if the innovation requires second-order change, i.e. challenges to fundamental beliefs about teaching and learning. This study investigates how a validated pedagogical method requiring integrated Information and Communication Technology (ICT) use and second-order change can be disseminated and sustained over time. We surveyed 92 primary school teachers who at different times over a 5-year period participated in a training course designed to implement an innovative technology-supported teaching method, Write To Learn, across an entire city. We found that organized teacher development programs can drive second-order change, but this requires considerable, active, and sustained effort from leaders at both school and district level. Additional factors include immediate and extended social systems and handling diversity among teachers. The results are useful for both practitioners and researchers since they contribute to a deeper understanding of the opportunities and challenges involved in disseminating effective ICT-based methods that requires profound changes of thinking about teaching and learning to guide the transformation of teaching practice.
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| 5. |
- Agélii Genlott, Annika, 1968-, et al.
(author)
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Leading dissemination of digital, science-based innovation in school–a case study
- 2021
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In: Interactive Learning Environments. - : Informa UK Limited. - 1049-4820 .- 1744-5191. ; , s. 1-11
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Journal article (peer-reviewed)abstract
- Digitalizing school is a process that comes with challenges. It requires strategic leadership and transformational change to work processes. Nevertheless, some succeed, and it is useful to understand what makes for success. This paper studies the challenges of leading digitalization of education in a city which decided to implement an IT-supported method for teaching literacy in primary schools. The method required transformational change; teachers not only had to learn to use technologies, they also had to review their pedagogy. This study is guided by the Diffusion of Innovation theory and draws on interviews with school principals. We find that the critical factors relate to the communication channel, the social system within and across schools, and the time perspective.
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| 6. |
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| 7. |
- Mutimukwe, Chantal, 1979-, et al.
(author)
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Information privacy practices in eGovernment in an African Least Developing Country, Rwanda
- 2019
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In: The Electronic Journal of Information Systems in Developing Countries. - : John Wiley & Sons. - 1681-4835. ; 85:2
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Journal article (peer-reviewed)abstract
- Privacy of information is a critical issue for e-government development as lack of it negatively influences users’ trust and adoption of e-government. To earn user trust government organizations need to provide reliable privacy assurance by implementing adequate information privacy protection (IPP) practices. African Least Developing Countries (LDCs) today develop e-government but focus is on quick technical development and the status of IPP issues is not clear. Little research has yet studied the status of IPP practices in e-government in African LDCs. To fill this gap, we assess the status of existing IPP practices in e-government in Rwanda, using international privacy principles as an assessment baseline. We adopt a case-study approach including three cases. Data were collected by interviews and a survey. The findings call into question the efficacy of existing IPP practices and their effect in ensuring e-government service users’ privacy protection in Rwanda. The study extends existing literature by providing insights related to privacy protection from an African LDC context. For practitioners in Rwanda and other LDCs, this study contributes to the protection of information privacy in e-government by providing recommendations to mitigate identified gaps.
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| 8. |
- Viberg, Olga, 1982-, et al.
(author)
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Integrating digital technology in mathematics education : A Swedish case study
- 2023
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In: Interactive Learning Environments. - : Routledge. - 1049-4820 .- 1744-5191. ; 31:1, s. 232-243
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Journal article (peer-reviewed)abstract
- Integrating digital technology in education is challenging. This study reports on three high school mathematics classes where teachers attempted to improve their teaching and student learning by using a digital tool. For analysis we use the Information System Artifact model Lee et al. (2015) which distinguishes between three integrated sub-artifacts, the technological, the informational and the social and the Structurational Practice Lens to educational technology Halperin (2017). Using interviews and observations we find the major obstacle for student learning is a less developed social artifact. Students have difficulties using the tool effectively when teachers do not work to develop shared practices in technology use. When teachers do not themselves use the tool actively, they do not fully understand how students can learn from it, neither can they help them in synthesizing teacher- and tool instructions. Students end up having "two masters" competing rather than integrated teacher instruction and technology assistance.
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| 9. |
- Viberg, Olga, 1982-, et al.
(author)
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Privacy in LA Research : Understanding the Field to Improve the Practice
- 2022
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In: Journal of Learning Analytics. - : Society for Learning Analytics Research. - 1929-7750. ; 9:3, s. 169-182
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Journal article (peer-reviewed)abstract
- Protection of student privacy is critical for scaling up the use of learning analytics (LA) in education. Poorly implemented frameworks for privacy protection may negatively impact LA outcomes and undermine trust in the discipline. To design and implement models and tools for privacy protection, we need to understand privacy itself. To develop better understanding and build ground for developing tools and models for privacy protection, this paper examines how privacy hitherto has been defined by LA scholars, and how those definitions relate to the established approaches to define privacy. We conducted a scoping review of 59 articles focused on privacy in LA. In most of these studies (74%), privacy was not defined at all; 6% defined privacy as a right, 11% as a state, 15% as control, and 16% used other approaches to explain privacy in LA. The results suggest a need to define privacy in LA to be able to enact a responsible approach to the use of student data for analysis and decision-making.
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