| 1. |
- Carlsson, Sven A., et al.
(författare)
-
Towards a Design Science Research Approach for IS Use and Management: Applications from the Areas of Knowledge Management, E-Learning and IS Integration
- 2008
-
Konferensbidrag (refereegranskat)abstract
- Design science research is an essential part of IS research since the field should not only try to understand how the world is but also how to change it. We argue that the aim of IS design science research should be to develop practical knowledge not only for the design and improvement of IS but also for IS use and management. Whereas substantial methodological support exists for researchers engaged in behavioral IS research, only limited methodological support exists for researchers with the ambition to develop new IS design theories and new IT artifacts. For the development of design theories for IS use and management the methodological support is even weaker. To overcome this shortcoming we suggest an approach for design research on IS use and management. We give three examples of the proposed approach in use by applying it to the areas of knowledge management systems, e-learning and IS integration.
|
|
| 2. |
- Carlsson, Sven, et al.
(författare)
-
An Approach for Designing Management Support Systems
- 2009
-
Ingår i: Proceedings of DESRIST 2009 : The 4th International Conference on Design Science Research in Information Technology, Malvern, USA. - New York : ACM. - 978-1-60558-408-9
-
Konferensbidrag (refereegranskat)abstract
- Design science research involves creating and evaluating innovative methods and approaches to be used in design practice. We present an approach to be used in the process of designing Management Support Systems (MSS). The nature of managerial work makes the design, development, and implementation of MSS a major challenge. The MSS literature suggests that determining MSS requirements and specification of MSS are the most critical phases in MSS design and development. We present an approach that can be used as a guide for MSS design, with a primary focus on MSS requirements determination and how requirements can be fulfilled using information and communication technologies (ICT). The approach builds on Quinn and associates’ competing values model (CVM) of organizational effectiveness. The approach can guide MSS designers in designing MSS that support different managerial roles, i.e., the development of MSS that support managerial cognition, decision, and action.
|
|
| 3. |
- Hrastinski, Stefan
(författare)
-
Instant messaging use and its effect on student participation in online group work
- 2005
-
Ingår i: Proceedings of the World Conference on Educational Multimedia, Hypermedia and Telecommunications.
-
Konferensbidrag (övrigt vetenskapligt)abstract
- Achieving active participation has been argued as one of the most important challenges in distance education. This research examines whether a new and emerging synchronous communication medium, instant messaging (IM), may enable students to participate more actively in online group work. When comparing groups that adopted the IM system with groups that did not, it was found that the adopters reported a higher sense of participation, and spent more time working with content and communicating with peers. The study indicates that the groups that adopted the IM system may have operated with a higher level of participation than those who did not
|
|
| 4. |
- Hrastinski, Stefan
(författare)
-
Introducing a synchronous medium in a computer-mediated distance learning course: : Towards understanding how student participation is affected
- 2005
-
Ingår i: Proceedings of 22nd ASCILITE Conference. ; s. 271-280
-
Konferensbidrag (refereegranskat)abstract
- Achieving active participation has been argued to be an intrinsic part of learning and has become a central issue in debates around online education. This research examines whether a new and emerging synchronous communication medium, instant messaging (IM), may enable students in participating more actively in a distance learning course. When comparing two offerings of the course, where the first was delivered asynchronously and the second was complemented with an IM system, results indicated that the first class operated with a higher level of participation. However, when comparing students that adopted the IM system with those that did not it was found that the adopters operated with a higher level of participation. Since the results are tentative, the paper is concluded by calling for further research that tests the results of this study in both similar and different contexts.
|
|
| 5. |
- Hrastinski, Stefan, et al.
(författare)
-
On How to Develop Design Theories For IS Use and Management
- 2008
-
Konferensbidrag (övrigt vetenskapligt)abstract
- Design science research is an essential part of IS research since the field should not only try to understand how the world is but also how to change it. We argue that the aim of IS design research should be to develop practical knowledge not only for the design and improvement of IS but also for IS use and management. Whereas substantial methodological support exists for researchers engaged inbahaviorural IS researdh, only limited methodological support exists for resarchers with the amibition to develop new IS design theories and new IT artefacts. For the development of design theories for IS use and management the methodological support is even weaker. To overcome this shortcoming we suggest an approach for design research on IS use and management. We give two examples of the proposed approach in use by applying it to the areas of knowledge management systems and e-learning.
|
|
| 6. |
- 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.
|
|
| 7. |
- Hrastinski, Stefan
(författare)
-
Research on computer-mediated communication in education: Summarizing the past to prepare for the future
- 2005
-
Ingår i: Proceedings of the World Conference on Educational Multimedia, Hypermedia and Telecommunications.
-
Konferensbidrag (övrigt vetenskapligt)abstract
- The field of research on computer-mediated communication (CMC) in education is a relatively new research area. A summary of the latest research is useful to show what methodologies and research topics that have been emphasized in order to be better prepared for the future by uncovering areas where there is a lack of research. The study examines articles published in the Computers & Education and Educational Media International journals between 2000 and 2004. It reveals that the field is dominated by empirical articles that adopt a pluralistic approach which investigate the usage of asynchronous text-based CMC systems by learners and instructors engaged in blended education. We conclude by exemplifying how these findings may guide future research.
|
|
| 8. |
- 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.
|
|
| 9. |
- 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.
|
|
| 10. |
- 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.
|
|
