| 1. |
- Ask, Andreas, et al.
(author)
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The Örebro city citizen-oriented e-Government strategy
- 2009
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In: Social and organizational developments through emerging e-Government applications. - Hershey, PA : IGI Global. - 9781605669182 ; , s. 233-253, s. 752-772
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Book chapter (other academic/artistic)
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| 2. |
- 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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| 3. |
- Viberg, Olga, 1982-
(author)
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Design and use of mobile technology in distance language education : Matching learning practices with technologies-in-practice
- 2015
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Doctoral thesis (other academic/artistic)abstract
- This thesis focuses on the adaptation of formal education to people’s technology- use patterns, theirtechnology-in-practice, where the ubiquitous use of mobile technologies is central. The research question is: How can language learning practices occuring in informal learning environments be effectively integrated with formal education through the use of mobile technology? The study investigates the technical, pedagogical, social and cultural challenges involved in a design science approach.The thesis consists of four studies. The first study systematises MALL (mobile-assisted language learning) research. The second investigates Swedish and Chinese students’ attitudes towards the use of mobile technology in education. The third examines students’ use of technology in an online language course, with a specific focus on their learning practices in informal learning contexts and their understanding of how this use guides their learning. Based on the findings, a specifically designed MALL application was built and used in two courses. Study four analyses the app use in terms of students’ perceived level of self-regulation and structuration.The studies show that technology itself plays a very important role in reshaping peoples’ attitudes and that new learning methods are coconstructed in a sociotechnical system. Technology’s influence on student practices is equally strong across borders. Students’ established technologies-in-practice guide the ways they approach learning. Hence, designing effective online distance education involves three interrelated elements: technology, information, and social arrangements. This thesis contributes to mobile learning research by offering empirically and theoretically grounded insights that shift the focus from technology design to design of information systems.
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| 4. |
- 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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| 5. |
- 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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| 6. |
- Andersson, Annika, 1968-, et al.
(author)
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Reclaiming the students : coping with social media in 1:1 schools
- 2014
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In: Learning, Media & Technology. - : Taylor & Francis Group. - 1743-9884 .- 1743-9892. ; 39, s. 37-52
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Journal article (peer-reviewed)abstract
- There is a debate about the advantages and disadvantages of using social media in education. Drawing on interviews and surveys with students and teachers in three Swedish schools, this study finds that studentsas well as teachers find much of the students' social media use distractive to learning. We investigate this by means of an interpretative study of students' and teachers' experiences. We find that concerns relate to how social media use makes students less social, how weaker students are more likely to get distracted, how teachers lack strategies for tackling the problem and how the responsibility of the use is delegated to the students. We discuss how the distractive use of social media is made possible as a result of education policies requiring a higher degree of individual work, individual responsibility, and educational choices forstudents. Teachers and school leaders need to jointly reclaim the students and coping strategies for the distractive use are urgently needed.
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| 7. |
- Asiimwe, Edgar Napoleon, 1984-, et al.
(author)
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MLCMS actual use, perceived use, and experiences of use
- 2015
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In: ijEDict - International Journal of Education and Development using Information and Communication Technology. - 1814-0556. ; 11:1, s. 101-121
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Journal article (peer-reviewed)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.
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| 8. |
- Asiimwe, Edgar Napoleon, et al.
(author)
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On mobile learning with Learning Content Management Systems : a contemporary literature review
- 2014
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In: Mobile as a Mainstream – Towards Future Challenges in Mobile Learning. - Cham : Springer International Publishing. - 9783319134154 - 9783319134161 ; 479, s. 131-145
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Conference paper (peer-reviewed)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.
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| 9. |
- Asiimwe, Edgar Napoleon, 1984-, et al.
(author)
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Practices and challenges in an emerging m-learning environment
- 2017
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In: ijEDict - International Journal of Education and Development using Information and Communication Technology. - Bridgetown, Barbados : University of the West Indies Press. - 1814-0556. ; 13:1, s. 103-122
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Journal article (peer-reviewed)abstract
- This study reports an interpretative case study investigating practices and challenges in an emerging m-learning environment at Makerere University in Uganda. The research was part of the MobiClass pilot project. Data was collected by means of observations and interviews with teachers and various m-learning support staff, including teacher trainers, systems administrators and a software developer. The Framework for Rational Analysis of Mobile Education (FRAME) is used as an analytic framework. The research focuses on how learning content management systems (LCMS) are implemented and used for m-learning purposes. We observed teacher training and m-learning content development practices and found that teacher skills for developing educational content, institutional m-learning policies and training programs are crucial success factors. The main finding is the importance of the support staff; it takes a long time to implement new technology and change teaching practices, support staff is needed to manage, inspire and support student and teachers.
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| 10. |
- Asiimwe, Edgar, 1984-, et al.
(author)
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Using Technology for Enhancing Transparency and Accountability in Low Resource Communities : Experiences from Uganda
- 2013. - 6
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In: ICT for Anti-Corruption, Democracy and Education In East Africa. - Stockholm : Stockholm University. - 9789163746031 ; , s. 37-51
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Book chapter (other academic/artistic)abstract
- This study aimed at investigating the user needs, practices, experiences and challenges faced in promoting transparency and accountability using ICT in low-resource communities. The research was conducted on two ICT4D (Information and Communication Technology for Development) initiatives, a call center, and a telecenter supported by two projects; (1) “Promoting Social Accountability In The Health Sector In Northern Uganda”, (2) “Catalyzing Civic Participation And Democracy Monitoring Using ICTs”. The two projects sought to fight corruption by increasing transparency and accountability using ICT to enable “whistle-blowing,” i.e., reporting misconduct in service provision. The projects are based in Uganda and are carried out by Spider (Swedish Program for ICT in Developing Regions) partner organizations: Transparency International (TI) Uganda and Collaboration International ICT Policy in East and Southern Africa (CIPESA). Using interviews, focus group discussions and observations, the study addressed three research questions: (1) How have the two projects provided citizens a trusted and effective channel for “whistle-blowing”? (2) What are the enabling factors for whistle-blowing through ICT and challenges that affect whistle-blowers and how can the challenges be overcome?The ICT service-delivery monitoring and reporting methods used by projects include toll free phone calls, blogs, radio talk shows, SMS and e-mail for reaching out; and processes for verification of reports and for communicating reports to government. There are results that indicate these methods are sound enough to serve the purposes of transparency and accountability, and the track record exhibits real change achieved in many instances. ICT users are optimistic and trustful of these ICT methods. Effective whistle-blowing includes efficient and effective reporting processes, convenience in reporting, actual service delivery improvements, availability and privacy, and affordability. There are also a number of challenges, including user education, gender issues, and general issues pertaining to the business model, including economic sustainability and finding the most effective scope of the operations.
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