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  • 1.
    Al-adwan, Ahmad
    et al.
    Cardiff Metropolitan University, Cardiff, Wales, United Kingdom.
    Smedley, Jo
    University of Wales, Newport, Wales, United Kingdom.
    Implementing e-learning in the Jordanian Higher Education Systems: Factors affecting impact2012In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 8, no 1, p. 121-135Article in journal (Refereed)
    Abstract [en]

    The increased involvement of technology in all aspects of our lives places educational institutions under pressure to include these aspects at the heart of their learning. This ensures that they continue to be competitive in a constantly changing market with international and cultural links. This study explores the factors that influenced the development of learning through technology at two Jordanian universities, focusing on full-time staff and students. It considers the general attitude towards engaging in learning through technology with outcomes demonstrating that training and development is required prior to implementation to adequately support the learning transition. The organisational infrastructure often presents the greatest barrier to such developments. Informed by the outcomes of the study, a training and development programme has been designed, developed and implemented to support the cultural change and increase its impact.

  • 2.
    Al-Adwan, Amer
    et al.
    Applied Science University, Amman, Jordan.
    Al-Adwan, Ahmad
    Cardiff Metropolitan University, Cardiff, United Kingdom.
    Smedley, Jo
    University of South Wales, Treforest, United Kingdom.
    Exploring Students Acceptance of Technology in Jordanian Universities2013In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 9, no 2, p. 4-18Article in journal (Refereed)
    Abstract [en]

    Today’s rapid changing world highlights the influence and impact of technology in all aspects of learning life. Higher Education institutions in developed Western countries believe that these developments offer rich opportunities to embed technological innovations within the learning environment. This places developing countries, striving to be equally competitive in international markets, under tremendous pressure to similarly embed appropriate blends of technologies within their learning and curriculum approaches, and consequently enhance and innovate their learning experiences. Although many universities across the world have incorporated internet-based learning systems, the success of their implementation requires an extensive understanding of the end user acceptance process. Learning using technology has become a popular approach within higher education institutions due to the continuous growth of Internet innovations and technologies. Therefore, this paper focuses on the investigation of students, who attempt to successfully adopt e-learning systems at universities in Jordan. The conceptual research framework of e-learning adoption, which is used in the analysis, is based on the technology acceptance model. The study also provides an indicator of students’ acceptance of e-learning as well as identifying the important factors that would contribute to its successful use. The outcomes will enrich the understanding of students’ acceptance of e-learning and will assist in its continuing implementation at Jordanian Universities.

  • 3.
    Asiimwe, Edgar Napoleon
    et al.
    Örebro University, Örebro University School of Business.
    Grönlund, Åke
    Örebro University, Örebro University School of Business.
    MLCMS actual use, perceived use, and experiences of use2015In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 11, no 1, p. 101-121Article in journal (Refereed)
    Abstract [en]

    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.

  • 4.
    Asiimwe, Edgar Napoleon
    et al.
    Dalarna University, School of Technology and Business Studies, Information Systems. Örebro university.
    Grönlund, Åke
    Örebro universitet.
    MLCMS actual use, perceived use, and experiences of use2015In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 11, no 1, p. 101-121, article id 1931Article in journal (Refereed)
    Abstract [en]

    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.

  • 5.
    Asiimwe, Edgar Napoleon
    et al.
    Örebro University.
    Grönlund, Åke
    Örebro University.
    Hatakka, Mathias
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Practices and challenges in an emerging m-learning environment2017In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 13, no 1, p. 103-122Article in journal (Refereed)
    Abstract [en]

    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.

  • 6.
    Asiimwe, Edgar Napoleon
    et al.
    Örebro University, Örebro University School of Business.
    Grönlund, Åke
    Örebro University, Örebro University School of Business.
    Hatakka, Mathias
    Dalarna University, Falun, Sweden.
    Practices and challenges in an emerging m-learning environment2017In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 13, no 1, p. 103-122Article in journal (Refereed)
    Abstract [en]

    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.

  • 7.
    Byungura, Jean Claude
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences. University of Rwanda, Rwanda.
    Hansson, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Olsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Masengesho, Kamuzinzi
    University of Rwanda, Rwanda.
    An exploratory study on the practices of IT-institutional alignment for effective ICT integration in university services2019In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 15, no 1, p. 76-98Article in journal (Refereed)
    Abstract [en]

    The misalignment between information technology (IT) and institutions continues to be a major problem, more particularly in higher education institutions. This state leads to a lack of technology value addition and poor institutional performance. Prior studies proposed models and frameworks with various organizational practices of IT-Business alignment. However, similar research, considering higher education institutions, is scarce. Therefore, this study explores and identifies the dimensions and practices of IT-institutional alignment from a higher education context. An exploratory embedded multiple-case study strategy was used on the two largest universities in Rwanda and Mozambique. Document survey and interviews were used for data collection. The literature and 14 interviews were analyzed using a thematic analysis approach to identify patterns related to the alignment practices. This study identified 45 IT-alignment practices reflected from both institutions, and they were classified into six metrics as presented in the framework. Of these alignment practices, 27 reflect exceptionally the higher education context of teaching, learning, and research. The identified alignment practices can serve as a frame of reference for creating and assessing the alignment between technology and university activities in the case study of institutions or similar contexts. A statistical test and validation of these alignment practices are recommended.

  • 8.
    Byungura, Jean Claude
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences. University of Rwanda, Rwanda.
    Hansson, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Ruhinda, Ben
    University of Rwanda, Rwanda.
    Integrated computer-based management information systems: The complexity and diffusion in Rwandan higher education institutions2019In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 15, no 1, p. 55-75Article in journal (Refereed)
    Abstract [en]

    The current trend in universities is marked by integrating information technologies into their service delivery. Particularly in administration and management, processes are being modernized, although not successfully in some institutions. This study aims first to understand the complexity of an integrated educational management information system (UR-IEMIS) at the University of Rwanda and then to evaluate the degree of its diffusion in university services. Complex Adaptive System and Innovation Diffusion theories were used as a conceptual framework for this study. Document survey, observations, and interviews were used for data collection. Findings indicate that complexity features characterize the UR-IEMIS, as it is composed of several different subsystems (Organism, Roles, Objects, Method, and Concept) which emerge, interact, co-evolve, and re-organize to adapt to the disruptive institutional structures. It was also revealed that the UR-IEMIS integration is still at the abstraction level for all subsystems while for only few university functions, the system is diffused at knowledge, persuasion, and decision stages. Concerns related to the current unsatisfactory state of UR-IEMIS integration and proposals for improvement are discussed. Further studies should explore the complexity and diffusion levels for E-learning systems that support pedagogical activities in a similar case study context.

  • 9.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Pettersson, Tomas
    University of Borås, Centrum för lärande och undervisning.
    LiveUSB Mediated Education (LUME)2011In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 7, no 1Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    In this article the authors propose LiveUSB Mediated Education (LUME) as a term to describe the packaging of a complete set of course material together with the software necessary to access the material on a portable memory device. It is argued that the method offers a convenient tool to utilize Open Educational Resources (OER) and can significantly improve the availability of education worldwide. The article gives a description of the design and implementation of a course within the project USo+I: Universidad, Sociedad e Innovación financed by the European Union, within the ALFA III program. The course uses only OER and all material is available from USB-memory sticks to meet any problems of limited access to computers or internet.

  • 10.
    Grönlund, Åke
    et al.
    Örebro University, Swedish Business School at Örebro University.
    Lim, Nena
    Larsson, Hannu
    Örebro University, Swedish Business School at Örebro University.
    Effective use of assistive technologies for inclusive education in developing countries: issues and challenges from two case studies2010In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 6, no 4, p. 5-26Article in journal (Refereed)
    Abstract [en]

    Developing countries face many obstacles in the process of implementing inclusive education (IE). Effective use of assistive technologies (AT) can help governments in developing countries achieve inclusive education by helping children with disabilities in schools. Despite the importance and positive impact of AT, prior research on the use of AT in inclusive education especially in developing countries is limited. To fill the research gap in this area, this paper investigates the research question of, How can AT be effectively used for IE in developing countries? To address this question, we conducted an in-depth case study of two developing countries, Bangladesh and Tanzania, and thoroughly reviewed existing IE projects around the world and other relevant literature. Three experts in the field and 18 informants of the two selected countries were interviewed in person, by phone or by email. The analysis of findings from interviews and literature review shows that obstacles to effective use of AT for IE come from three different levels – school, national, and network. Because AT is only part of the equation for a country to achieve IE, a high level national perspective is required and other related factors also need to be considered. We recommend governments in developing countries adopt a systematic approach in tackling obstacles at each level and pay attention to five management challenges: establishment and maintenance of professional networks: identification and maintenance of knowle ge and expertise; funding management; coordination among ministries, and implementation, maintenance, and monitoring of a national program. Overall, governments are suggested to adopt a “network” approach that includes a constructive view of development drawing on incentives-based cooperation from all stakeholders. The results of this research shed light on the status quo of the use of AT for inclusive education in developing countries and provide useful guidance to parties who are interested in using assistive technologies to achieve inclusive education.

  • 11.
    Hansson, Henrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Sultana, Sabiha
    Hossain Sarwar, Afzal
    Ahmed, Faruque
    Uddin, Ramiz
    Saha, Pushpita
    Rakibul Islam, G. M.
    Rafiqul Islam, Mohammad
    The Teachers’ Portal as a tool for teachers’ professional development in Bangladesh:: Facilitating nationwide networking and digital multimedia content for 40,000 schools2018In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 14, no 3, p. 113-130Article in journal (Refereed)
    Abstract [en]

    The Teachers’ Portal (teachers.gov.bd) is an online platform for Bangladeshi teachers designed to store and retrieve digital educational contents of different subjects useful for classroom teaching and students’ learning. The portal also facilitates professional networking among teachers across the country. This study aims to find out the benefits of using this Portal and associated challenges from teachers’ perspective. Following a mixed methods research approach Teachers, head teachers, teacher educators from primary, secondary, madrasa and vocational educational institutions and specialists on teachers’ Portal (N=410) were interviewed and consulted for the study. Telephone interviews, online surveys, Key Informant Interviews (KII), Focused Group Discussions (FGD), Face-to-Face interviews, and large consultative workshops were used to collect data. The results suggest that teachers are motivated to use the Portal as its contents stimulate students’ creativity and encourage students’ active participation in classrooms learning. Besides, it empowers teachers in a number of ways. However, internet connectivity, slow Internet speed, power failure, technical issues, high cost of Internet and unavailability of equipment are found as major challenges. In short, the Teachers’ Portal is a key driver for changing Bangladeshi education and by so doing preparing the young generation with quality education.

  • 12.
    Hansson, Per-Olof
    et al.
    Linköping University, Department of Management and Engineering, Political Science. Linköping University, Faculty of Arts and Sciences.
    Jobe, William
    Stockholm University, Sweden.
    Frontrunners in ICT: Kenyan runners’ improvement in training, informal learning and economic opportunities using smartphones2014In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 10, no 4, p. 4-20Article in journal (Refereed)
    Abstract [en]

    The primary aim of this research was to study how mobile technology shapes, changes, and develops informal learning outside the classroom and school environment. In this study we provided each of the 30 Kenyan elite runners with a simple Android smartphone and free Internet for one year. This research project was a developmental intervention with a participatory action research approach, and aimed to facilitate innovation and examine how the runners developed their training, informal learning, and economic opportunities using a smartphone. Logs and tracking of smartphone usage recorded quantitative data, and interviews and participatory observations gathered qualitative data. Key findings were that the smartphone improved the runners’ training and race performance and created business opportunities. Second, a smartphone with an Internet connection empowered marginalized groups and augmented informal learning opportunities. Third, that a smartphone was not a significant technological hurdle for impoverished or uneducated individuals. Fourth, the participants were able to learn with little or no guidance or scaffolding. Fifth, the tracking log data indicated both a breadth and depth to individual learning. This participatory action research made a significant impact on the participants’ lives and the most common statement from the interviews was the statement “it helps us a lot”.

  • 13. Hansson, Per-Olof
    et al.
    Jobe, William
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Frontrunners in ICT: Kenyan runners'€™ improvement in training, informal learning and economic opportunities using smartphones2014In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 10, no 4, p. 4-20Article in journal (Refereed)
  • 14.
    Hansson, Per-Olof
    et al.
    Linköpings universitet.
    Jobe, William
    University West, School of Business, Economics and IT, Divison of Informatics.
    Frontrunners in ICT: Kenyan runners'€™ improvement in training, informal learning and economic opportunities using smartphones2014In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 10, no 4Article in journal (Refereed)
  • 15.
    Karunaratne, Thashmee
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Colombage, Ranil Peiris
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hansson, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Implementing small scale ICT projects in developing countries – how challenging is it?: 2018In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 14, no 1, p. 118-140Article in journal (Refereed)
    Abstract [en]

    ICT and development implementations in developing regions depend on many factors. This paper summarises experiences of efforts made by twenty individuals when implementing small-scale ICT development projects in their organizations located in seven developing countries. The main focus of these projects was the use of ICT in educational settings. Challenges encountered and the contributing factors for implementation success of the projects are systematically investigated using interviews and follow up surveys. Results show that the typical limitations of technology and infrastructure were the key obstacles. The commitment of individual project managers in the role of “change agents” and organizational support were the strengths behind the success of the projects. Based on the outcome of this study, professional development of the change agents is a key factor for the success of projects. IT and infrastructure limitations contributed to the failure of the majority of the ICT related projects.

  • 16.
    Muianga, Xavier
    Eduardo Mondlane University, Mozambique.
    Blended online and face-to-face learning: A pilot project in the Faculty of Education, Eduardo Mondlane University2005In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 1, no 2, p. 130-144Article in journal (Refereed)
    Abstract [en]

    This paper is about the introduction of blended online and face-to-face learning to the Faculty of Education at Eduardo Mondlane University (EMU) in Mozambique. The main objective of the intervention was to explore the use of a course management system (CMS) within a flexible, student-centred teaching and learning strategy. The author selected two courses, developed an implementation plan, and designed blended versions of the courses, which replaced much of the face-to-face contact teaching with online contact via a course management system. This study is a part of a larger project to develop new teaching and learning methods for the new Education faculty and for EMU as a whole. The study includes a cost and benefit assessment and an assessment of the strengths and weaknesses of learning technologies. Project results include quantitative and qualitative information on the use of the CMS such as the access conditions of students and educators; student preferences across a range of activities; barriers to the use of computers; teaching and learning methods; the useability of the CMS as perceived by students; and barriers to the use of a CMS. The conclusion identifies institutional challenges, and offers recommended solutions to provide the human and technological infrastructure needed for effective implementation of a CMS across the university.

  • 17.
    Popova, Iskra
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Fabre, Gabriela
    Digital inclusion of secondary schools’ subject teachers in Bolivia2017In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 13, no 3, p. 41-56Article in journal (Refereed)
    Abstract [en]

    The government of Bolivia planned to introduce information technology in secondary education through establishing computer labs in schools and through granting each subject teacher a laptop. This initiative was tested for the first time in 2012 with three public schools in La Paz. Most of the subject teachers have never used a computer before. The Swedish Program for ICT in Developing Regions (SPIDER) supported teachers’ training in basic digital skills. This was not sufficient for the teachers to adopt the technology in their daily practice. Within a follow-up research project a constraints driven model for overcoming the barriers teachers faced was developed and applied. The aim of this paper is to provide an overview of the whole process of digital inclusion with focus on the design and implementation of this model. Teachers’ adoption of the technology and changes in their skills, attitudes and beliefs were assessed through the analysis of the qualitative data obtained in focus group discussions and observations, as well as through the quantitative data collected through a longitudinal survey. The results show that the adopted model proved to be a successful complement to the government policy. From persons intimidated by the laptops, the subject teachers became confident users of digital technology capable of creating numerous educational units and interactive teaching tools.

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