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Sökning: swepub > Örebro universitet > Grönlund Åke 1954 > Refereegranskat

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  • [1]234567...9Nästa
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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.
  • 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.
3.
  • Ask, Andreas, et al. (författare)
  • The Örebro City Citizen-Oriented E-Government Strategy
  • 2008
  • Ingår i: International Journal of Electronic Government Research. - 1548-3886. ; 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. 
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4.
  • Grönlund, Åke, 1954-, et al. (författare)
  • Mobile technologies for development – a comparative study on challenges
  • 2008
  • Ingår i: Proceedings of Sig GlobDev Workshop Paris 2008. - Paris : AIS SIG GLobal Development. - 978-0-9826068-0-3
  • Konferensbidrag (refereegranskat)abstract
    • This paper compares and analyzes three cases where mobile technology is developed and used for everyday learning in developing countries. Preliminary results from field studies and tests are presented and analyzed in terms of the technical, professional, social, cultural and organizational challenges involved in development. In Bangladesh Virtual Classroom SMS is used together with TV to make education interactive. The eduPhone project develops a system and a method for delivering everyday “situated education”, such as emergency medical advice, to people lacking access to such services. The Agricultural Market Information System project disseminates information to improve local agricultural markets and, in particular, supporting small farmers, by mobile phones. The paper reports the cases and findings from investigations and tests, including field studies, laboratory and field tests, and experiences from implementation. We find that technical challenges are not great and in most cases concern innovativeness of application rather than access, use and usability; e-readiness among people is higher than often reported. The main problems lie in organizational challenges – developing a sustainable business model and reorganizing processes consequently – and social and cultural challenges such as local power structures and professional traditions.
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5.
  • 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 Sweden and China
  • 2013
  • Ingår i: Computers and education. - 0360-1315. ; 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. (C) 2013 Elsevier Ltd. All rights reserved.
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6.
  • Viberg, Olga, 1982-, et al. (författare)
  • Understanding students' learning practices : challenges for design and integration of mobile technology into distance education
  • 2015
  • Ingår i: Learning, Media & Technology. - Routledge. - 1743-9884.
  • Tidskriftsartikel (refereegranskat)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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7.
  • Agélii Genlott, Annika, 1968-, et al. (författare)
  • Closing the gaps Improving literacy and mathematics by ict-enhanced collaboration
  • 2016
  • Ingår i: Computers and education. - Elsevier. - 0360-1315. ; 99, s. 68-80
  • Tidskriftsartikel (refereegranskat)abstract
    • Literacy and mathematics are necessary skills that for different reasons unfortunately not everybody acquires sufficiently. In OECD countries there is also a gender gap; boys lag behind girls in literacy but often outperform girls in mathematics (OECD, 2012). ICT (Information and communication technologies) may contribute useful tools to address both these problems but in order to effectively create better educational conditions there is yet a need to develop effective methods that combine ICT with key factors for learning. This research contributes to this by measuring effects of the “Write to Learn” (WTL) method. WTL lets children from 1st grade use several ICT tools to write texts and subsequently discuss and refine them together with classmates and teachers using digital real-time formative feedback and assessment. The central learning factor addressed, in mathematics as well as in literacy, is the written communication allowing the learners to interact with peers and teachers. WTL draws on methods from socio-cultural theory, including continuous social interaction and written real-time formative feedback among peers, using shared electronic forums for collaboration, thereby providing social meaning and increased learning of literacy and mathematics, among both boys and girls.The study uses quantitative methods and two control groups, one using traditional method (no ICT) and one using technology individually (without integrated social interaction and formative feedback), to compare results from 502 students in grade 3 national tests in mathematics and literacy. WTL yields by far best results; higher average score both in literacy and mathematics, smaller gender gap, and significantly better results for the under-achievers. The ITU method performs worst, which shows that ICT use must be well integrated into the pedagogy to be useful.
8.
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9.
  • Andersson, Annika, 1968-, et al. (författare)
  • Learning from e-learning : emerging constructive learning practices
  • 2009
  • Ingår i: Doing IT research that matters.
  • Konferensbidrag (refereegranskat)abstract
    • This research is situated within the field of Information and Communication Technologies for Development (ICT4D) and asks if ICT use can make learning practices change. While constructive learning practices are critical to both individual and societal development, repetitive learning practices are the norm in many developing countries. The study is based on observations and in-depth interviews and uses a structurational approach to understand if and how students views of learning change during an e-learning program in Sri Lanka. We found four constructive learning practices that emerged through technology use; individual exploring, interaction with peers, interaction with teachers, and taking responsibility of the learning. Many constructive learning practices emerged outside the LMS used, in students’ voluntary uses of publicly available resources on the Internet. The study shows that technology use can play a positive role for development, provided an open environment is available; students learn constructive practicesfrom e-learning.
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10.
  • Andersson, Annika, 1968-, et al. (författare)
  • Reclaiming the students : coping with social media in 1: 1 schools
  • 2014
  • Ingår i: Learning, Media and Technology. - Taylor & Francis Group. - 1743-9884 (Print), 1743-9892 (Online). ; 39, s. 37-52
  • Tidskriftsartikel (refereegranskat)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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