1.
Danielson, Mats, et al.
(författare)
Public Decision Support - Using a DSS to Increase Democratic Transparency
2005
Ingår i: International Journal of Public Information Systems. - Sundsvall : Mittuniversitetet. - 1653-4360. ; 1:1, s. 3-25
Tidskriftsartikel (refereegranskat) abstract
We present a case study in which a decision support method (ADL) was employed by a local government in order to guide and aid decisions on three complicated and politically infected issues which had remained unresolved for many years. The research inquiry was whether a well-defined and openly accessible method would aid a common understanding of the decision problems, and whether people would be able to accept a clearly motivated decision even if politically they preferred a different option. The ADL method has been used in several public sector projects ranging from very large purchasing decisions to the selection of national policies, but this test case was novel in that it involved close inspection by the public. This case was also devised as a test of new methods for potential inclusion into normal practices. The post-case analysis shows mixed understanding of and belief in the method. The results raise issues concerning both the potential for decision support methods in a political context and the nature of political decision making.
2.
Ask, Andreas, et al.
(författare)
The Örebro city citizen-oriented e-Government strategy
2009
Ingår i: Social and organizational developments through emerging e-Government applications. - Hershey, PA : IGI Global. - 9781605669182 ; , s. 233-253, s. 752-772
Bokkapitel (övrigt vetenskapligt/konstnärligt)
3.
Ask, Andreas, et al.
(författare)
The Örebro City Citizen-Oriented E-Government Strategy
2008
Ingår i: International Journal of Electronic Government Research. - : IGI Global. - 1548-3886 .- 1548-3894. ; 4:4, s. 69-88
Tidskriftsartikel (refereegranskat) abstract
This article discusses practices, opportunities, and challenges in local e-government project management by means of a case study involving interviews, document studies, and an element of action research, over eight months. The analysis against e-government success factors finds seven "critical issues"; political timing, resource allocation, political mandate, distinction between administrative and political responsibilities, coordination of departments, dependence on providers, and use of standards. We found these issues open for local choice, influences of strong individuals and groups, and chance. This is a consequence of the prevailing strategic model for the public sector, New Public Management, which leaves these issues to be filled by negotiations among many actors with different roles, goals, and action space. The general lesson is that there is a need for practical ways of acting strategically to reduce the risk level and increase the ability to implement policy.
4.
Asiimwe, Edgar Napoleon, et al.
(författare)
On mobile learning with Learning Content Management Systems : a contemporary literature review
2014
Ingår i: Mobile as a Mainstream – Towards Future Challenges in Mobile Learning. - Cham : Springer International Publishing. - 9783319134154 - 9783319134161 ; 479, s. 131-145
Konferensbidrag (refereegranskat) abstract
Learning Content Management Systems (LCMS) are important tools for organizing learning material and communication. Increasingly mobile technologies are used for internet access; particularly important in developing countries where broadband is scarce. Mobile LCMS introduce specific challenges, which are yet not fully addressed. This paper reviews the literature on mobile LCMS for the purpose of identifying current research focus, research gaps, and future research directions regarding how to bridge the gaps and leverage CMS technology to support “mobile learning”. The concept matrix method is used to collect and analyze literature. Five prominent research areas are found; Use, access, design and infrastructure; communication and collaboration; engagement and knowledge development; content and service delivery; and implementation experiences and evaluation. A major gap identified is that research does neither clearly nor thoroughly address the intersection between learning and technology. Adjusting technologies to learning contexts and environments is a key area for future research.
5.
Asiimwe, Edgar Napoleon, 1984-, et al.
(författare)
MLCMS actual use, perceived use, and experiences of use
2015
Ingår i: ijEDict - International Journal of Education and Development using Information and Communication Technology. - 1814-0556. ; 11:1, s. 101-121
Tidskriftsartikel (refereegranskat) abstract
Mobile learning involves use of mobile devices to participate in learning activities. Most elearning activities are available to participants through learning systems such as learning content management systems (LCMS). Due to certain challenges, LCMS are not equally accessible on all mobile devices. This study investigates actual use, perceived usefulness and user experiences of LCMS use on mobile phones at Makerere University in Uganda. The study identifies challenges pertaining to use and discusses how to improve LCMS use on mobile phones. Such solutions are a cornerstone in enabling and improving mobile learning. Data was collected by means of focus group discussions, an online survey designed based on the Technology Acceptance Model (TAM), and LCMS log files of user activities. Data was collected from two courses where Moodle was used as a learning platform. The results indicate positive attitudes towards use of LCMS on phones but also huge challenges whichare content related and technical in nature.
6.
Viberg, Olga, et al.
(författare)
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
Ingår i: Computers and education. - : Pergamon-Elsevier Science Ltd. - 0360-1315 .- 1873-782X. ; 69, s. 169-180
Tidskriftsartikel (refereegranskat) 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.
7.
Viberg, Olga, 1982-, et al.
(författare)
Mobile Assisted Language Learning : A Literature Review
2012
Ingår i: mLearn 2012 - Mobile and Contextual Learning. - Helsinki. ; , s. 9-16
Konferensbidrag (refereegranskat) abstract
Mobile assisted language learning (MALL) is a subarea of the growing field of mobile learning (mLearning) research which increasingly attracts the attention of scholars. This study provides a systematic review of MALL research within the specific area of second language acquisition during the period 2007 - 2012 in terms of research approaches, methods, theories and models, as well as results in the form of linguistic knowledge and skills. The findings show that studies of mobile technology use in different aspects of language learning support the hypothesis that mobile technology can enhance learners’ second language acquisition. However, most of the reviewed studies are experimental and small-scale, conducted within a short period of time. There is also a lack of cumulative research; most theories and concepts are used only in one or a few papers. This raises the issue of the reliability of findings over time, changing technologies, and in terms of scalability. In terms of gained linguistic knowledge and skills, attention is primarily on learners’ vocabulary acquisition, listening and speaking skills and language acquisition in more general terms.
8.
Viberg, Olga, et al.
(författare)
Systematising the Field of Mobile Assisted Language Learning
2013
Ingår i: International Journal of Mobile and Blended Learning. - IGI Global : IGI Global. - 1941-8647 .- 1941-8655. ; 5:4, s. 72-90
Tidskriftsartikel (refereegranskat) 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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