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Sökning: LAR1:lu > Högskolan i Jönköping > Kungliga Tekniska Högskolan > (2007)

  • Resultat 1-4 av 4
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  • Hrastinski, Stefan, et al. (författare)
  • Prescriptive guidelines for when to use synchronous communication in e-learning environments
  • 2007
  • Konferensbidrag (refereegranskat)abstract
    • It is commonly argued that asynchronous computer-mediated communication (CMC) is preferable for promoting reflection and discussing complex ideas in e-learning environments. However, guidelines for when to use synchronous media are unavailable. In order to address this problem, we propose initial prescriptive guidelines for when to support synchronous communication, as a complement to asynchronous communication, in e-learning environments. The guidelines are theoretically grounded as well as empirically grounded through a series of studies on synchronous CMC in e-learning settings conducted between 2003 and 2006. Nevertheless, the guidelines can also be considered to be research hypotheses since they can be tested and further developed in future research. It is acknowledged that the guidelines proposed here can, however, only be hypothesized to be useful until they have undergone thorough evaluation.
  • Hrastinski, Stefan, et al. (författare)
  • Students’ Acceptance of e-Learning Environments: A Comparative Study in Sweden and Lithuania
  • 2007
  • Ingår i: Proceedings of the Fifteen European Conference on Information Systems.
  • Konferensbidrag (refereegranskat)abstract
    • This paper presents findings from an ongoing cross-cultural study exploring the implementation of e-learning environments in higher education in Sweden and Lithuania. The aim of the study was to explore factors affecting students’ acceptance and use of e learning. A questionnaire was developed based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Innovation Diffusion Theory (IDT). Data was collected from 67 master students in public health education in Sweden and Lithuania. Lithuanian students were found to experience a substantially higher degree of acceptance of e-learning environments than Nordic students at the Swedish university. Rate of use, time spent on use and confidence in computer use affected acceptance of the e-learning environment positively at the Swedish university. At the Lithuanian university, previous knowledge of computer use affected acceptance in a positive way. Lithuanian male students experienced a lower degree of perceived usefulness of the e-learning environment than Lithuanian female students. The findings of the study suggest that cultural and organisational factors are important to consider in explaining students’ acceptance of e-learning environments as well as being important in implementation strategy and tactics.
  • Hrastinski, Stefan, et al. (författare)
  • Towards a design theory for synchronous communication in online education
  • 2007
  • Ingår i: Proceedings of the 2nd International Conference on Design Science research in Information Systems and Technology.
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • It is commonly argued that computer-mediated communication (CMC) offers new opportunities for distance students, such as collaborative learning. However, guidelines for when to use different types of asynchronous and synchronous media do not exist. In order to address this problem, we proposed theoretically and empirically grounded design propositions for when to support synchronous media, as a complement to asynchronous ones, in a previous study. In this paper, these design propositions are tested, and an initial design theory is formulated. The design theory comprises six design propositions primarily designed for the primary constituent community: teachers, administrators, managers and developers of online education. The initial design theory is tested in two focus group discussions with practitioners having experience of asynchronous and synchronous CMC in online education. Strong to intermediate support was identified for each design proposition. Both focus groups felt that the most important future development of the design theory is to discern the suitability of different synchronous media in different situations.
  • Keller, C, et al. (författare)
  • E-learning use in higher education: The impact of organisational factors
  • 2007
  • Ingår i: Proceedings of the 6th European Conference on e-Learning.
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • This study recognizes the impact of organisational differences for e-learning use in education. We examined e-learning at Jonkoping University in Sweden and conducted a comparative analysis of its four schools. Our interest has been to study how organisational differences influenced teachers' perceptions of driving factors, barriers and strategies related to e-learning. We distributed a questionnaire to all teaching staff and it was answered by 159 teachers. The driving factors of using e-learning were found to be primarily administrative gains, and not so much improvement of the pedagogical value of courses. However, it was clear that there were major differences between the four schools. Some schools were more focused on simplifying administrative processes and efficiency while others emphasized attracting distance learners. The two major barriers to e-learning were lack of time and lack of knowledge about technology. Some teachers felt these barriers were high while teachers who believe that strategies for e-learning are in place do not. Drawing on the findings, we introduced the concepts of efficient e-learning management and learner-centred e-learning management to describe two very different ways of organising for e-learning. The paper is concluded by the provision of tentative explanations of the differences in perceptions of driving factors, barriers and strategies between the four schools.
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  • Resultat 1-4 av 4
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konferensbidrag (4)
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refereegranskat (2)
övrigt vetenskapligt (2)
Hrastinski, Stefan, (4)
Carlsson, Sven (2)
Keller, Christina, (2)
Keller, C (2)
Lindh, J, (1)
Carlsson, S-A (1)
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