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  • 1.
    Aghaee, Naghmeh
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Peer Portal: Quality Enhancement in Thesis Writing Using Self-Managed Peer Review on a Mass Scale2013Ingår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, E-ISSN 1492-3831, Vol. 14, nr 1, 186-203 s.Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    This paper describes a specially developed online peer-review system, the Peer Portal, and the first results of its use for quality enhancement of bachelor's and master's thesis manuscripts. The peer-review system is completely student driven and therefore saves time for supervisors and creates a direct interaction between students without interference from supervisors. The purpose is to improve thesis manuscript quality, and thereby use supervisor time more efficiently, since peers review basic aspects of the manuscripts and give constructive suggestions for improvements. The process was initiated in 2012, and, in total, 260 peer reviews were completed between 1st January and 15th May, 2012. All peer reviews for this period have been analyzed with the help of content analysis. The purpose of analysis is to assess the quality of the students work. The results are categorized in four groups: 1) excellent (18.1%), 2) good (22.7%), 3) fragmented (18.5%), and 4) poor (40.7%). The overall result shows that almost 40% of the students produced excellent or good peer reviews and almost as many produced poor peer reviews. The result shows that the quality varies considerably. Explanations of these quality variations need further study. However, alternative hypotheses followed by some strategic suggestions are discussed in this study. Finally, a way forward in terms of improving peer reviews is outlined: 1) development of a peer wizard system and 2) rating of received peer reviews based on the quality categories created in this study. A Peer Portal version 2.0 is suggested, which will eliminate the fragmented and poor quality peer reviews, but still keep this review system student driven and ensure autonomous learning.

  • 2.
    Aghaee, Naghmeh
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Tedre, Matti
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Drougge, Ulrika
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Learners’ Perceptions on the Structure and Usefulness of e-Resources for the Thesis Courses2014Ingår i: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207, Vol. 17, nr 1, 154-171 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Nowadays, utility of information and communication technology (ICT) in education is a way to facilitate interaction and accessing information for learning in higher education. However, finding a set of structured e-resources to facilitate learning within specific courses is still a big challenge in most of the institutions and universities. This includes the problems and challenges for the thesis courses in both undergraduate (Bachelor) and graduate (Master) level in Sweden. To overcome or reduce the problems and enhance quality of outcomes in the thesis courses, the department of Computer and Systems Sciences (DSV) at Stockholm University has developed a Learning Support System, SciPro (Scientific Process), to support thesis process. This study aims at investigating learners’ perspectives on usefulness of structured e-resources in order to reduce challenges for finding information related to the thesis steps in SciPro. This is done based on an open online survey, carried out in 2012-2013 of students’ perspectives at DSV. The study found the actual problems and hence suggested a model as a way forward to sort the useful e-resources to support reducing the problems in the thesis process.

  • 3.
    Aghaee, Naghmeh
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Jobe, William Byron
    Karunaratne, Thashmee
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Smedberg, Åsa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Tedre, Matti
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Interaction Gaps in PhD Education and ICT as a Way Forward: Results from a Study in Sweden2016Ingår i: The International Review of Research in Open and Distributed Learning, ISSN 1492-3831, Vol. 17, nr 3, 360-383 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Many research studies have highlighted the low completion rate and slow progress in PhD education. Universities strive to improve throughput and quality in their PhD education programs. In this study, the perceived problems of PhD education are investigated from PhD students' points of view, and how an Information and Communication Technology Support System (ICTSS) may alleviate these problems. Data were collected through an online open questionnaire sent to the PhD students at the Department of (the institution's name has been removed during the double-blind review) with a 59% response rate. The results revealed a number of problems in the PhD education and highlighted how online technology can support PhD education and facilitate interaction and communication, affect the PhD students' satisfaction, and have positive impacts on PhD students' stress. A system was prototyped, in order to facilitate different types of online interaction through accessing a set of online and structured resources and specific communication channels. Although the number of informants was not large, the result of the study provided some rudimentary ideas that refer to interaction problems and how an online ICTSS may facilitate PhD education by providing distance and collaborative learning, and PhD students' self-managed communication.

  • 4.
    Aghaee, Naghmeh
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Larsson, Ulf
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Improving the Thesis Process: Analysis of Scipro Support e-mails2012Manuskript (preprint) (Övrig (populärvetenskap, debatt, mm))
  • 5.
    Appelgren Heyman, Frej
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Olofsson, Mattias
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Moberg, Jan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Olsson, Ulf
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Can we rely on text originality check systems?: Evaluation of three systems used in higher education and suggestion of a new methodological test approach2012Ingår i: 5th International Plagiarism Conference Proceedings & Abstracts 2012: Celebrating Ten Years of Authentic Assessment (CD-ROM), Newcastle GB: Iparadigms Europe Ltd , 2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study investigates the reliability of three originality check systems from the university teacher's perspective. It also describes a method for evaluating this type of systems. The three systems are examined with respect to the time used for the search, the ability to find plagiarism and the layout of the similarity report. The study was conducted in conjunction with the national procurement of a new national agreement for originality check systems and a Swedish higher education institution choice of a new system. The background is the teachers' use of the originality check system as part of the pedagogical efforts to prevent plagiarism and detect suspected fraud. The study does not discuss the whole plagiarism issue in higher education. Instead it focuses on the method used for the evaluation of and comparison between systems. Over 68,000 words from 167 plagiarized references, from different sources and subject areas were used to test the systems. The results show that systems can find only a portion of the plagiarized texts that were sent in to the systems for control and that there are major differences between the capabilities of the systems. 20, 63 and respectively 84 of the 167 references were indicated as plagiarism. Turnitin conducted searches of up to five minutes while the other two systems sometimes took considerably more time for the analysis. The investigation of the originality reports´ interface revealed that factors the evaluators considered differed between these systems. This disclosed that the reports can be more or less difficult to interpret. We can therefore not solely rely on the originality check system´s reliability. Consequently this leads to the conclusion that other educational activities should be emphasized as a much needed complement in the work of preventing and detecting fraud in the form of plagiarism

  • 6.
    Bohman, Samuel
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mobini, Pooyeh
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Online participation in higher education decision-making: a mixed methods study of the MyUniversity EU-project2014Ingår i: eJournal of eDemocracy and Open Government, ISSN 2075-9517, Vol. 6, 267-285 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article considers online participation in higher education decision-making using the MyUniversity EU project as a case study. MyUniversity was a pilot designed to provide European universities with a web-based system to empower and involve students and other members of the academic community in the Bologna Process. Thirteen universities in Spain, Slovakia, Bulgaria, and Lithuania participated in trials. The study uses data collection methods from across the quantitative and qualitative spectrum: web analytics, online surveys, key performance indicators, interviews, focus groups, participant observation, document studies, and usability evaluations. The results are represented by 10 themes: project design, participation, functionality and usability, impact on decision-making, privacy and trust, institutional resistance, motivational factors, the political, economic, and sociocultural context, language barriers, and moderation and framing. The article ends with a discussion based on the results, including recommendations for future research.

  • 7.
    Byungura, Jean Claude
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Karunaratne, Thashmee
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    User Perceptions on Relevance of a Learning Management System: An Evaluation of Behavioral Intention and Usage of SciPro System at University of Rwanda2015Ingår i: Expanding Learning Scenarios - Opening Out the Educational Landscape: Book of Abstracts / [ed] António Moreira Teixeira, András Szűcs, Ildikó Mázár, 2015, 64-64 s.Konferensbidrag (Refereegranskat)
  • 8.
    Byungura, Jean Claude
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Masengesho, Kamuzinzi
    Karunaratne, Thashmee
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    ICT Capacity Building: A Critical Discourse Analysis of Rwandan Policies from Higher Education Perspective2016Ingår i: European Journal of Open, Distance and e-Learning, ISSN 1027-5207, Vol. 19, nr 2, 46-62 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    With the development of technology in the 21st Century, education systems attempt to integrate technology-based tools to improve experiences in pedagogy and administration. It is becoming increasingly prominent to build human and ICT infrastructure capacities at universities from policy to implementation level. Using a critical discourse analysis, this study investigates the articulation of ICT capacity building strategies from both national and institutional ICT policies in Rwanda, focusing on the higher education. Eleven policy documents were collected and deeply analyzed to understand which claims of ICT capacity building are made. The analysis shows that strategies for building ICT capacities are evidently observed from national level policies and only in two institutional policies (KIST and NUR). Among 25 components of ICT capacity building used, the ones related to human capacity are not plainly described. Additionally, neither national nor institutional policy documents include the creation of financial schemes for students to acquire ICT tools whilst learners are key stakeholders. Although there is some translation of ICT capacity building strategies from national to some institutional policies, planning for motivation and provision of incentives to innovators is not stated in any of the institutional policies and this is a key to effective technology integration.

  • 9.
    Byungura, Jean Claude
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mazimpaka, Olivier
    Karunaratne, Thashmee
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Exploring Teacher Adoption and Use of an Upgraded eLearning Platform for ICT Capacity Building at University of Rwanda2016Ingår i: IST-Africa 2016 Conference: Proceedings / [ed] Paul Cunningham, Miriam Cunningham, IEEE Computer Society, 2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    Integrating technology in pedagogy is a step for ICT capacity building for higher education to meet its current demands. Therefore, the integration of eLearning systems has been problematic, albeit huge investments in ICT infrastructure. This study investigates teacher adoption of a new upgraded eLearning platform being integrated at University of Rwanda. A six-constructs model related to technology adoption was used to design questionnaire and interviews. Closed and open-ended questions seeking perceptions on the UR eLearning environment were used on 87 respondents who were purposively selected. Findings indicate that although participants find the system useful, easy and trustworthy, the intention for adopting and using it is very low due managerial support and technical support. Gaps in policy synergy, incentives, basic infrastructure, managerial and technical support were among the identified bottlenecks contributing negatively to the low degree of teacher intention. The study concludes by proposing some remedies to address the above challenges.

  • 10. Hallberg, David
    et al.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Nilsson, Anders G.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Constrains of ICT in Lifelong Learning on Disadvantaged Women2014Ingår i: Electronic Journal of Information Systems in Developing Countries, ISSN 1681-4835, Vol. 61, nr 8, 1-14 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper draws attention to the urgency of taking into consideration women’s gender-specific needs and interests in the implementation of community-based ICT projects in lifelong learning. We set out this research to understand the constraints of information and communications technology (ICT) in lifelong learning on disadvantaged women. National statistics and data from field studies were used. The constraints and their consequences at national level are often a result of national policies and regulations – or lack thereof – while the constraints and their consequences at local/regional level involve everyday-life occurrences that are present in women's immediate surroundings. Hence, an understanding of both levels is critical. This research is valuable for stakeholders delving into issues of development intervention using ICTs, not only in Kenya but in a broader, global perspective.

  • 11.
    Hallberg, David
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Nilsson, Anders G.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Constraints of ICT in lifelong learning on disadvantaged women2014Ingår i: Electronic Journal of Information Systems in Developing Countries, ISSN 1681-4835, Vol. 61, nr 8, 1-14 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper draws attention to the urgency of taking into consideration women’s genderspecific needs and interests in the implementation of community-based ICT projects in lifelong learning. We set out this research to understand the constraints of information and communications technology (ICT) in lifelong learning on disadvantaged women. National statistics and data from field studies were used. The constraints and their consequences at national level are often a result of national policies and regulations – or lack thereof – while the constraints and their consequences at local/regional level involve everyday-life occurrences that are present in women's immediate surroundings. Hence, an understanding of both levels is critical. This research is valuable for stakeholders delving into issues of development intervention using ICTs, not only in Kenya but in a broader, global perspective.

  • 12.
    Hallberg, David
    et al.
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Nilsson, Anders G.
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Integration and lifelong learning: immigrant women's reasoning and use of information and technologies in lifelong learningArtikel i tidskrift (Refereegranskat)
  • 13.
    Hallberg, David
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Nilsson, Anders G.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Integration and lifelong learning: immigrant women's reasoning and use of information and technologies in lifelong learning2015Artikel i tidskrift (Refereegranskat)
  • 14.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    A model for assessment of E-learning quality (ELQ)2009Ingår i: La Revista de InvestigacionesArtikel i tidskrift (Refereegranskat)
  • 15.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Fear of the Mouse and other ICT4D Change projects in developing countries2014Ingår i: FIE Frontiers in Education conference: proceedings, IEEE conference proceedings, 2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    The Swedish International Development Cooperation Agency (Sida) funds an advanced training program for key decision makers who can influence the implementation of ICT in education in developing countries. The program started in 2012 and runs for 3 years, with an optional extension of up to 5 years. The participants from 2012 to 2014 were from Afghanistan, Bangladesh, Cambodia, India, Kosovo, Bolivia, Uruguay, Ethiopia, Liberia, Rwanda, Tanzania, Uganda, and Zimbabwe. The program educates and coaches approximately 30 participants in a course (6 courses so far) that lasts 16 months. Four course weeks are located in Sweden and the remaining period is focused on the change project implementation in the home country with coaching from Sweden using distance technology. The course modules are: 1) Visions for learning: International, national, and regional policies for education, 2) Managing change in education: Leadership, processes, and evaluation, 3) Interactive learning environments and digital inclusion, and 4) Support and tools for change. The department of computer and systems sciences at Stockholm University and Life Academy Sweden jointly run the program. Each participant is selected based on the change project suggested, personal qualifications, and the status of the work organisation. The ICT in Education change projects initiated so far have been categorized into the following themes: Management, Human rights (children’s and women’s rights), Language Learning, and Open resources and Teacher Education. The study analyses the relevance, implementation and impact of these change projects, highlighting contextual and universal obstacles when introducing ICT for teaching and learning on a national or local scale. This project has created a large international network of key people who will impact development in these regions. Master and PhD students from Stockholm University have been connected to this research and development project providing added capacity and facilitating power. This work in progress outlines multi‐disciplinary and international issues using a comparative perspective. At the time of the FIE conference in October 2014 180 change projects has been initiated and are ongoing and two “half time” follow up meetings has been held, one in India and one in Uganda. The lessons learned, critical challenges and ideas for the future regarding the use and implementation of ICT in developing countries will be presented, discussed and reflected upon at the conference. “Fear of the mouse” is a quote from a change project in Bangladesh, with the purpose of introducing computers in rural schools. “The teachers are afraid of the (computer) mouse, they don’t dare to touch it, fear they will destroy something, but once they feel the mouse, move it and learn how to use it, they realize they need it!”. A lot of cases from the real world will be presented both as examples of the needs for specific contextualisation and as general cases highlighting worldwide problems. Video documentation, surveys, field studies and interviews are the primary data sources.

  • 16.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Heaven and Hell: New technology – New opportunities – New problems – New strategies2013Ingår i: Kvalitet i fleksibel høyere utdanning - nordiske perspektiver / [ed] Yngve Nordkvelle, Trine Fossland og Grete Netteland, Akademika forlag, 2013, 53-66 s.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 17.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    How to produce quality theses at universities in a large scale. SciPro IT system – Supporting the Scientific Process2014Ingår i: Frontiers in Education conference (FIE), IEEE Communications Society, 2014, 1- s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    Problem: To manage and supervise large number of theses at bachelor, master and PhD level, with increased quality of both processes and product. Based on 995 publications, Jones (2013) identified four main problems in PhD thesis production; attrition, supervisor relationship, supervisor quality, social isolation. These issues also apply to theses at bachelor and master level. In theses applied research methods are used in order to solve a problem. Theses end an education level and constitute a bridge into work or further studies and even an academic career. This core activity at universities requires a lot of resources and is very time consuming. The thesis quality varies and topic relevance to societal needs is often weak. Another problem is the high dropout and inefficient administrative procedures. Furthermore the digital resources for autonomous learning of research methods aren't optimally provided. The European Union’s approximately 4000 Higher Education Institutions and about 20 million students need better support in this area. The demand for better mass scale support systems in higher education is also a global need with 1200 Higher Education Institutions worldwide (listed by ARWU). The number of higher education students is about 178 million (2010) and are forecasted to increase to 262 million by 2025.The online IT-support system, SciPro (Supporting the Scientific Process), has been developed during five years at the Department of Computer and Systems Sciences, Stockholm University. During the period 2012-2013 706 bachelor and master theses was managed through the SciPro system. In 2014 91 PhD students are included as well. This study summaries the experience and results during five years, including and going beyond our previous studies (17 publications). The focus of the SciPro project is technical implementation of pedagogical processes leading to quality learning and quality theses. The SciPro online system is modular and unique, consisting of: 1) Idea bank; with students, supervisors and business organisation’s thesis topic ideas, 2) Matching; students paired with supervisors based on ideas and research area, 3) Objective (Milestones) and subjective (Project state) progress indicators, 4) Meta-supervision; instructions and cues for all students and supervisors, 5) Real-time statistics; for monitoring, quality assurance and evaluation, 6) Communication module; forum, notifications, shared files, checklists, 7) Peer Portal; peer review process and peer interaction 8) Multimedia resources for autonomous learning of research methods, and 9) Anti-plagiarism control; integrated and automatic. The SciPro system works on all devices connected to Internet. It significantly reduces administration of all thesis related tasks for all involved. SciPro can manage theses at a whole University fulfilling administrators’, supervisors’ and student’s needs. With minor adaptations and development SciPro can be useful at most universities. The presentation will include live demonstrations and evaluations from all stakeholders’ points of view.

  • 18.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Teknikstött lärande: Tio utvecklingsprojekt vid institutionen för data-systemvetenskap (DSV), Stockholms Universitet2010Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Bidrag till Öppet torg Titel: Teknikstött lärande: Tio utvecklingsprojekt vid institutionen för data-systemvetenskap (DSV), Stockholms Universitet. Formen på ditt torgbidrag: Vi kommer att använda multimediala postrar projicerade mot vägg/skärm som presenterar tio olika utvecklingsprojekt inom högre utbildning där IT är en väsentlig del. Deltagarna kan själva bläddra/klicka och navigera bland översikts- och fördjupningsmaterial som även kommer att finnas åtkomligt via egen dator och Internet. En eller flera projektguider kommer att muntligt berätta/svara på frågor. Syftet: att informera om ny forskning/utveckling och skapa nätverk för vidare samverkan med konferensens deltagare. Vi kommer att presentera följande projekt: 1. Sci-Pro: Teknikstödd handledning av uppsatser och avhandlingar 2. IT-didaktik Masterkurs online: Design och innehåll 3. Examination på distans: IT-stöd för att faställa identiteter 4. HyperCaster: Internetvideo för undervisning 5. 3D/DSV: Lärande i 3-dimensionell miljö 6. Mobilt lärande: Översikt och exempel 7. Distansutbildning om databaser 8. Megakurser: att hantera stora studentvolymer med få lärarkrafter 9. Virtuellt Campus: Samverkan DSV och KTH 10. Integration av fysisk campusmiljö med digitala möjligheter för lärande Bakom dessa projekt finns en mängd grupper och medarbetare.

  • 19.
    Hansson, Henrik
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Moberg, Jan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Colombage Peiris, Ranil
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. University of Sri Jayewardenepura, LK .
    SciPro Matching: ICT Support to Start a Quality Thesis2014Ingår i: The International Journal on Advances in ICT for Emerging Regions, ISSN 1800-4156, Vol. 7, nr 3, 1-10 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on how to empower the initiation stage in the thesis supervision process with information and communication technology. Starting a large number of theses with available resources based on creative ideas is a challenging task. Another challenge is to connect the students’ theses with industry interests. In order to facilitate a good thesis, the SciPro ICT support system for thesis supervision has been developed in the last few years. The most important task in the thesis initiation stage is matching students, supervisors and ideas together to start a thesis. Supervisors, business partners and administration staff are other stakeholders that should be interacting in this process for a successful project. Although the selection of an idea is the responsibility of students, and appearance is simple, it requires a series of academic and administrative processes. There is a lack of developed IT systems for thesis supervision as well as an initiation stage and SciPro can be introduced as a model for future developments. The thesis initiation stage is the foundation for a quality thesis, and it highly affects the quality of a thesis. The research approach is based on case study method. Data collection methods are interviews, observations, and focus group discussions and log data during a period of 2 years. This paper presents four interrelated IT systems that have been developed to support the start of a quality thesis. These four systems and the SciPro resources site add value, save time and increase the quality of the thesis initiation stage. The process implemented rewards for supervisors and students by providing freedom, control and selection of relevant topics to a high degree. Although all the activities in the initiation stage are not fully automated, the administration staff benefited and there were significant advantages for administrative activities. Also SciPro can be linked with industry to enhance the relationship with industry.

  • 20.
    Hansson, Henrik
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Moberg, Jan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Peiris, Ranil
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    SciPro Idea Bank: Matchmaking Ideas, People And Organizations To Facilitate Innovative Theses2012Ingår i: INTERNATIONAL CONFERENCE ON ADVANCES IN ICT FOR EMERGING REGIONS (ICTER2012), IEEE , 2012, 111-121 s.Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This article focus on thesis writing and how to match a large number of students with available supervisors based on creative ideas. Another challenge is to connect the students’ thesis topics with current research activities at the university and businesses. In order to facilitate a good start, the Idea Bank has been developed. This pool of ideas is generated by business, research funding bodies, supervisors and students. This management problem is of general interest for all universities and of importance for quality thesis output as well as for skills and learning in demand by the public and private sector. The Idea Bank is the point of departure for the thesis process, supported by the IT-system, SciPro. Aim: To describe and analyse matching based on ideas, students and supervisors in order to facilitate quality thesis production. Methods: The research approach is based on action research and design research principles. Data collection methods: interviews, observations, focus group discussions and log data during a period of 1,5 year. Results and Discussion: Students appreciate as much information and inspiration as possible when creating their thesis topics. Our model consists of one semester of “thinking” and developing and during that period ideas are available from supervisors, business enterprises and public sector organisations. This paper presents three IT-models that have been developed to manage these thesis ideas and the matching with supervisors. Conclusions: The Idea Bank and matching system definitely add value, saves time and increase the quality of theses. Due to conflicting interests about the process between the stakeholders, the system has been rebuilt each year in order to create the best compromise. The process implemented rewards active supervisors and active students by providing freedom, control and selection of relevant topics to a high degree.

  • 21.
    Hansson, Henrik
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Thilakarathna, KennethKeppitiyagama, ChamathDe Zoysa, KasunJasinghe, Prasadi
    Design and evaluation of an application software for informal peer group learning2010Proceedings (redaktörskap) (Övrigt vetenskapligt)
  • 22.
    Hansson, Henrik
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Widmark, Wilhelm
    Stockholms universitet, Universitetsbiblioteket.
    Filtering of Scientific e-Content2006Ingår i: World Wide Work: Filtering of Online Content in a Globalized World, Amesterdam: VU University Press , 2006, , 238 s.121-128 s.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 23.
    Kahiigi Kigozi, Evelyn
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Danielson, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ekenberg, Love
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Tusubira, F. F.
    An Empirical Investigation of Students' Perceptions of e-learning in Uganda2009Ingår i: IST-Africa 2009 Conference Proceedings / [ed] Paul Cunningham and Miriam Cunningham, 2009Konferensbidrag (Refereegranskat)
  • 24.
    Kahiigi Kigozi, Evelyn
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Danielson, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ekenberg, Love
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Tusubira, F. F.
    Criticism of e-learning Adoption and Use in Developing Country Contexts2009Ingår i: IADIS International Conference e-Learning 2009 / [ed] Miguel Baptista Nunes and Maggie McPherson, 2009, 273-277 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    While e-learning has been widely accepted and used there has been only very limited benefit to the learning process and its effectiveness. This is especially critical for developing countries where the integration of “e” into the learning process is mostly in the development stages, and the demand for the required investment in technology vis-à-vis institutional resources is disproportionately high. This paper provides a picture of the current e-learning implementation trends in developing countries, highlighting the challenges as well as suggesting strategies for effective adoption and use. The analysis of issues indicates 1) the need to move from fragmented approaches that mainly focus on ICT infrastructure acquisition to approaches that support adoption and utilization of e-learning to support student learning; 2) that policy formulation; transforming the pedagogical culture; utilization of the available ICTs, student involvement, training and localization of content among other factors are key aspects to be addressed if e-learning implementations within developing country contexts is to bring real benefit.    

  • 25.
    Kahiigi Kigozi, Evelyn
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ekenberg, Love
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Danielson, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Exploring the E-learning State of Art: A Holistic Evaluation2007Ingår i: Proceedings of ECEL 2007 / [ed] Dan Remenyi, Reading: Academic Conferences Limited , 2007, 349-355 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    e-Learning implementation is a work in progress that continues to evolve with time and further research. Researchers in the field still argue that e-Learning is still in its infancy stage resulting into numerous implementation strategies across a wide e-Learning spectrum, a scope that requires identification and understanding. This paper explores e-Learning state of art in higher education. It provides a general overview of the learning process, evaluates the current e-Learning implementation trends eliciting a range of frameworks and strategies in the past decade. This is followed by an identification of current implementation challenges and emerging issues. According to our findings, applying social presence factors of communication, interactivity and feedback at all levels of the e-Learning the implementation process can create a successful e-Learning experience for diverse learners.

  • 26.
    Kahiigi Kigozi, Evelyn
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ekenberg, Love
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Danielson, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Tusubira, F. F.
    Explorative Study of E-learning in Developing Countries: A Case of the Uganda Education System2008Ingår i: IADIS International Conference e-Learning 2008 / [ed] Miguel Baptista Nunes and Maggie McPherson, 2008, 195-199 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    The development and use of e-learning in education has gained global recognition as a learning method that facilitates the teaching and learning processes. As a result it comes as no surprise that, education institutions have been forced to embrace new education strategies to a large extent due to the increasing student needs seeking to constantly acquire and apply new knowledge and skills. This paper provides an overview of e-learning development in the Uganda Education System. It briefly highlights ICT developments in Uganda at the different education levels and how they impact elearning. The paper further discusses emerging issues from which we develop theoretical assumptions aimed at realizing suitable approaches for effective adoption and utilization of e-learning to support teaching and learning process at the higher education level for which we seek to test.    

  • 27.
    Kahiigi Kigozi, Evelyn
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ekenberg, Love
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Tusubira, F. F.
    Danielson, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Exploring the e-Learning State of Art2008Ingår i: Electronic Journal of e-Learning, ISSN 1479-4403, Vol. 6, nr 2, 77-88 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    e‑Learning implementation is an area in progress that continues to evolve with time and further research. Researchers in the field argue that e‑Learning is still in its infancy, resulting into numerous implementation strategies across a wide e‑Learning spectrum. This paper explores the e‑Learning state of art. It provides a general overview of the learning process, evaluates some current implementation trends pointing out a range of frameworks and strategies used in the past decade. It further looks at the changes created by the adoption of e‑Learning within the higher education process. This is followed by an identification of emerging issues from which two problems are identified; 1) the limited uptake of technology as an instruction delivery method; and 2) the ineffective use of technology to support learning. In respect to this, future research should therefore seek to further investigate these aspects and to explore suitable approaches for effective implementation of e‑Learning to support learning. Not the least in higher education contexts. 

  • 28.
    Kahiigi Kigozi, Evelyn
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Danielson, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Tusubira, F. F.
    Vesisenaho, Mikko
    Collaborative E-learning in a Developing Country: A University Case Study in Uganda2011Ingår i: Proceedings of the 10th European Conference on e-Learning / [ed] Sue Greeener and Asher Rospigliosi, 2011, 101-102 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    Universities in developing countries are increasingly adopting and using eLearning in their teaching and learning processes as one of the means for leapfrogging into the knowledge driven world. However, despite the recognition eLearning has received, it has not fulfilled the expectations in terms of impact on the delivery and quality of learning, pointing to the need for improved or new approaches. This paper explores the collaborative eLearning approach as one of the strategies for effective adoption and use of eLearning. Using the first stage of development research this paper presents an empirical study that aimed to explore and understand the current practices of collaborative eLearning in a developing country context. The study was carried out with university students in Uganda and placed focus on the value derived from and challenges encountered in adopting and using collaborative eLearning. From a general perspective, it was evident that learning and teaching methods are predominantly traditional, with limited/no integration of eLearning and there were inconsistencies in understanding the integration of technology into teaching and learning processes. The findings obtained indicated that students through collaborative eLearning were able to share and gain knowledge, understand course concepts and access various views and learning material. Factors such as inadequate bandwidth, inadequate Internet/computer access, conflict resolution, adequate ICT skills and face to face interaction challenged the adoption and use of collaborative eLearning in this context.

  • 29.
    Kahiigi Kigozi, Evelyn
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Vesisenaho, Mikko
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Danielson, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Tusubira, F. F.
    Modelling a Peer Assignment Review Process for Collaborative E-learning2012Ingår i: Journal of Interactive Online Learning, ISSN 1541-4914, Vol. 11, nr 2, 67-79 s.Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    The educational culture in most developing countries is lecturer-centred with lecturers asproviders of information and students as receivers of information. This approach has impacted onstudent’s ability to seek and create knowledge to support their learning process. A collaborativelearning approach that promotes students process of inquiry, critical thinking and skilldevelopment thus lacks in the context, yet these aspects are crucial in the knowledge society. Ifuniversities in developing countries are to educate students to compete and become activeparticipants in society, the teaching and learning processes underpinned by relevant theories andmodels should be adopted. This paper proposes an approach to support students´ learning in adeveloping country context - Uganda. Specifically, the authors design and model a peerassignment review process for collaborative e-learning, employing the second stage ofdevelopment research. The model is based on using student to pedagogically support eachother’s learning through four process stages: familiarization, assignment, review and feedback.Empirical investigations of the process stages indicated that the peer assignment review processfacilitated the students learning. Students indicated that they were able to actively participate inthe course, gain experience in critical reading and evaluating peers work, while reflecting ontheir own work. The empirical investigation further indicated that students were able to adoptand use online technologies in their learning activities. As such the peer assignment reviewprocess impacted the students learning both as receivers and providers of reviews creating a levelof acceptance to adopt and use the proposed collaborative e-learning approach.

  • 30.
    Kahiigi Kigozi, Evelyn
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Vesisenaho, Mikko
    Tusubira, F. F
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Dainelson, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Peer Assignment Review Process for Collaborative E-learning: Is the Student Learning Process Changing?2012Ingår i: International Journal of Advanced Computer Science and Applications, ISSN 2158-107X, Vol. 3, nr 12, 149-155 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In recent years collaborative e-learning has been emphasized as a learning method that has facilitated knowledge construction and supported student learning. However some universities especially in developing country contexts are struggling to attain minimal educational benefits from its adoption and use. This paper investigates the application of a peer assignment review process for collaborative e-learning to third year undergraduate students. The study was aimed at evaluating the effect of the peer assignment review process on the student learning process. Data was collected using a survey questionnaire and analysed using SPSS Version 16.0. While the student reported positive impact of the peer assignment review process in terms of facilitating students to put more effort and improve their work; quick feedback on their assignments; effective sharing and development of knowledge and information and the need of computer competence to manipulate the peer assignment review system, analysis of the quantitative data indicated that the process had limited effect on the learning process. This is attributed to lack of review skills, absence of lecturer scaffolding, low ICT literacy levels and change management.

  • 31. Kahnwald, Nina
    et al.
    Köhler, Thomas
    Uzunoglu, Nikolaos
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Larsson, Ken
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mihailidis, Paul
    Sotiriou, Sofoklis
    Sotiriou, Menelaos
    Koulouris, Pavlos
    Rural Wings - supporting e-learning in remote areas by satellite technology2007Ingår i: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 / [ed] G. Richards, 2007, 975-979 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    Rural Wings is an ambitious wide scale international research project on e-learning through satellite telecommunications. The project uses DVB-RCS satellite technology in order to provide broadband e-learning-services for rural and isolated areas in thirteen countries all over Europe. It is aimed to support the development of a "digital" culture in rural areas and to support formal and informal learning activities by various e-learning applications and scenarios in different learning contexts such as schools, workplaces and homes.

  • 32.
    Larsson, Ken
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Collin, Jonas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Moberg, Jan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    A small step for the professor, but a giant leap for universities2012Ingår i: Online Educa Berlin 2012, 18th International Conference on Technology Supported Learning & Training: Book of Abstracts, Berlin: ICWE GmbH, 2012Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The demands on professors and universities are increasing in many ways. One set of challenges are in the form of state policy on higher education and the demands this puts on the educators. As an example all study programs in Sweden are currently being evaluated by the graduation projects, failed graduation projects mean a low rating for the study program, which eventually can result in cancellation. Another set of challenges are the demands of students for more flexible study, both in time and place. The average student is changing, as well as the needs of the average student. The third challenge is to increased demand for higher education; the number of students seeking a degree is increasing at a higher pace then the resources available to deliver the education. Many professors are working more and more hours to keep up with demand. So, how can technology help us to meet these challenges both as professors and universities? We believe that by creative use of IT support the challenges can be overcome. For the professors this implies system that makes routine tasks, administrative as well as pedagogical, more efficient in the respect of having to spend less time on theses tasks. For the universities the challenge can be meet by systems that facilitate management of large numbers of students with a minimum of administrative and pedagogical staff. From the students’ perspective the challenge could be overcome by making the knowledge easily accessible and tools that makes the student more autonomous. The time involving direct interaction with the professor should therefore focus on quality guidance, not on basic routines and administrative issues. In the Lab session we aim to demonstrate a group of tools that will assist all three interested parties to handle the challenge. An administrative system that decentralise much of the administrative activities, students can administer their own studies to a large extent, the small central administration can handle more students and professors. The professor has to spend less effort on routine and administrative matters. We will also present a system that will facilitate the managing of supervision with quality despite large student numbers. The system will provide the student with basic knowledge for all steps of the thesis process, at the moment the need arises. This makes the student self-propelled in the process and it frees up time for the professor for more individually adopted quality supervision. An important element of this is the availability of quality video presentations that have been customised for use in higher education. Video presentations that can be linked to other media for added richness. Last but not least the session will work with two models for using peer review to improve the learning experience.

  • 33.
    Larsson, Ken
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Anti-plagiarism control of thesis work: Selection and integration of anti-plagiarism software in SciPro2012Ingår i: 5th International Plagiarism Conference. Proceedings & Abstracts 2012: Celebrating Ten Years of Authentic Assessment, iParadigns Europe Ltd , 2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    More then 300 students write their theses each year at the department. In order to support self‐driven student work and reduce the burden on supervisors for basic feedback, a system called SciPro has been developed. Important consideration in developing this system has been to take actions to reduce plagiarism. This is accomplished in several ways. Both prevention and detection has been utilised; prevention by peer‐review and transparency in the process by online recurrent thesis manuscript hand‐ins, and detection by automatic originality check of the final manuscript enabled by integration between SciPro and Turnitin. Explicit rules and regulations as well as recurrent education about anti‐plagiarism targeting both students and supervisors are also important parts of the prevention strategy. Future development includes introducing recurrent controls of submitted manuscripts and comparisons of consistency in style of writing at individual level. Another planned action to prevent plagiarism is to check for copied images found online using an image pattern recognition program.

  • 34.
    Larsson, Ken
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Anti-plagiarism strategies: How to manage it with quality in large scale thesis productions2013Ingår i: International Journal for Educational Integrity, ISSN 1833-2595, Vol. 9, nr 2, 60-73 s.Artikel i tidskrift (Refereegranskat)
  • 35.
    Mobini, Pooyeh
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    E-Participation in higher education: The importance of non-technical factors as identified in the EU-project MyUniversity2014Ingår i: 2014 IEEE Frontiers in Education Conference Proceedings, IEEE Computer Society, 2014, 63-70 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    E-participation not only covers the general participation of citizens, but also enables higher education decision makers to communicate with all involved stakeholders. EU has funded projects in the area of e-participation in order to respond to this emerging requirement. Lots of studies have been published about these projects. But they have mainly covered technical aspects and less about non-technical challenges. In the present study, we have been trying to identify the non- technical factors. The EU-funded project MyUniversity has been selected as a case study. Data collection was conducted by means of recorded semi structured interviews with stakeholders. Data-analysis was done using a systematic coding of audio files. The following non-technical factors were identified and analyzed as crucial for the success of e-participation in higher education: 1) The socio-cultural context, 2) Identification of users, 3) Usability, drivers and motivation. The study showed that deeper needs assessments locally at each university and "cultural studies" should not be neglected. Moreover, each educational institute should use its own motivational techniques based on their cultural studies. This study concludes that the "business strategies" used by EU for introducing e-participation projects in higher education, need to be revised taking into account the identified issues.

  • 36.
    Mozelius, Peter
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Innovative Use of Digital Audio in Research2009Ingår i: e-Asia Conference 2009: Book of Abstracts , 2009, 108-108 s.Konferensbidrag (Refereegranskat)
  • 37.
    Mozelius, Peter
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Kahigi, Evelyn
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ekenberg, Love
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Important factors in ICT4D projects - towards a model for quality assessment2008Ingår i: Proceedings of the ICDE World Conference on Open Learning and Distance Education, 2008Konferensbidrag (Refereegranskat)
    Abstract [en]

    Information and Communication Technology for Development (ICT4D) is an approach adopted to improve the socio-economic situation in poor countries. It includes e-learning, open and free software, e-democracy, digital media, e-government, capacity building and infrastructure development. Billions of dollars are invested in such programs financed by international aid organizations, state funded aid agencies and multinational private companies. Well known problems are poor infrastructure, crime and poor adaptations to the socio-cultural context. It is a complex multidisciplinary, multi stakeholder and multimedia field with an emerging theoretical framework.

    This paper identifies and examines important quality aspects of ICT4D projects and provides empirical ICT4D examples illustrating each aspect. The overall research question in this study is: What makes some ICT4D projects more successful than others?

    Based on the authors own experience of projects in Sri Lanka, Uganda and Vietnam as well as analysis of other projects, the following quality aspects are considered as crucial for successful implementation of ICT in development projects: 1) Authentic local needs, 2) Local ownership, 3) Realistic limitations, 4) Competence network, 5) Communication strategy, 6) Planning horizon, 7) Documentation/measurable results, 8) Resources and sustainability and 9) Fun/Motivation. The relevance of these aspects are discussed and exemplified in the article.

    The thematic areas identified provide a basis for an emerging model, intended to be useful in the design and planning phase as well as in monitoring and evaluation of ICT4D projects.

  • 38.
    Mozelius, Peter
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Kigozi Kahiigi, Evelyn
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ekenberg, Love
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Important aspects in ICT4D projects: towards a model for quality assessment2009Ingår i: Revista de investigaciones UNAD, ISSN 0124-793X, Vol. 8, nr 1, 29-42 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Information and Communication Technology for Development (ICT4D) is an approach adopted to improve the socio-economic situation in poor countries. It includes e-learning, open and free software, e-democracy, digital media, e-government, capacity building and infrastructure development. Billions of dollars are invested in such programs financed by international aid organizations, state funded aid agencies and multinational private companies. Well known problems are poor infrastructure, crime and poor adaptations to the socio-cultural context. It is a complex multidisciplinary, multi stakeholder and multimedia field with an emerging theoretical framework. This paper identifies and examines important quality aspects of ICT4D projects and provides empirical ICT4D examples illustrating each aspect. The overall research question in this study is: What makes some ICT4D projects more successful than others? Based on the authors own experience of projects in Sri Lanka, Uganda and Vietnam as well as analysis of other projects, the following quality aspects are considered as crucial for successful implementation of ICT in development projects: 1) Authentic local needs, 2) Local ownership, 3) Realistic limitations, 4) Competence network, 5) Communication strategy, 6) Planning horizon, 7) Documentation/measurable results, 8) Resources and sustainability and 9) Fun/Motivation. The relevance of these aspects are discussed and exemplified in the article. The thematic areas identified provide a basis for an emerging model, intended to be useful in the design and planning phase as well as in monitoring and evaluation of ICT4D projects.

  • 39.
    Mozelius, Peter
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hewagamage, K. P.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Towards e-learning for all in Sri Lanka - progress and problems in some selected Sri Lankan 21st century initiatives2011Ingår i: Proceedings of Cambridge International Conference on Open, Distance and e-Learning, 2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    In the 21st century Sri Lanka and many other regions in Asia have shown a rapid but heterogeneous development in the field of Information and Communications Technology (ICT).The difference in impact on urban regions and rural areas has sometimes been described as the internal digital divide. At the same time as the gap has diminished between cities in developing countries and the developed world the internal development gap has increased in many Asian countries. How can this gap be bridged? In this paper some Sri Lankan initiatives for islandwide dissemination are analyzed and discussed. The study is built on observations, recorded interviews and a literature study. In formal tertiary education we have chosen a nationwide online learning programme for a Bachelor of Information Technology (eBIT) and how the content and curriculum was developed and revised by the National e-Learning Centre (NeLC), at the University of Colombo (UCSC). Regarding primary school and informal learning we have selected the One Laptop Per Child (OLPC) initiative and the Nenasala Telecentre network. We find that these initiatives together have improved life for people in rural areas but that there still exists an internal digital and social gap that needs further bridging.

  • 40. Muhoza, Olivier Ufitese
    et al.
    Tedre, Matti
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Aghaee, Nam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Viewpoints to ICT Practices and Hindrances in Tanzanian Secondary Schools and Teacher Training Colleges: focus on Classroom Teachers2014Ingår i: International Conference on Teaching and Learning in Computing and Engineering (LaTiCE), 2014: proceedings, IEEE Computer Society, 2014, 133-140 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    On the policy level, Tanzania has strongly committed to Information and Communication Technology (ICT) supported education on all levels of education. National policy documents give ICT a high priority in development of the country's educational system. Curricula have been revamped to accommodate for increased role of ICT in the society and education. Also educational institutions have explicated high expectations of ICT in the process of "massification of education." Several research studies, however, have showed little change in the classrooms. Surveys and case studies have showed that on the way from policy documents to strategy level and implementation level, something gets missing. The lack of ICT in education is clear in primary and secondary school, which is unsurprising, given that majority of schools also lack electricity and basic facilities, including proper classrooms, tables, and books. This study sets out to investigate, using thematic interviews of secondary school teachers in Tanzania, what processes and support structures do teachers consider to be lacking in terms of ICT supported education. Informants from teacher training colleges were also involved in order to bring out viewpoints from teacher training. The results confirmed a large number of earlier results, divided to six categories: school policy, implementation and administration on the school level, access to ICT, leadership and management, school culture, and teacher training. A number of new factors were also pinpointed: teachers' lack of awareness of government policies and documentation on several levels, lack of pedagogical readiness for e-learning and blended learning, and cultural concerns. Concerning what should come first, there was a chicken-and-egg-problem: it makes little sense to invest in rapidly aging ICT infrastructure and facilities if there is no human capacity to make use of those investments, and it makes little sense to invest in human capacity if the- e is no technological infrastructure to put quickly aging technical know-how into immediate use.

  • 41.
    Muianga, Xavier
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Byungura, Jean Claude
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Peiris Colombage, Ranil
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mutimucuio, Inocente
    Blended learning systems in tertiary education: A comparative analysis of two universities from Rwanda and Mozambique2016Ingår i: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016, Association for the Advancement of Computing in Education, 2016, 1006-1015 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study is about analyzing the state of the art of blended learning systems comparatively with reference to complex adaptive system framework from two developing countries namely Rwanda and Mozambique. A qualitative approach was carried out, based on a comparison of the results of interviews conducted in both institutions. 22 lecturers, 25 students, two IT staff, two distance education experts and two managers from both were interviewed in the discourse form. The results show that in two cases, Institution has not recognized and implemented strategies to create a sustainable BL environment. Status of technology is different in two cases, but there are signs of improvements in all two cases. The most interesting finding is two selected cases have initiated integration of ICT using BL approach, but they have not seen BL as a complex system. Therefore, BL systems development has not considered the systems thinking approach, and there are conflicts between subsystems.

  • 42.
    Muianga, Xavier
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Nilsson, Anders
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mondlane, Avelino
    Eduardo Mondlane University, Moçambique.
    Mutimucuio, Inocente
    Eduardo Mondlane University, Moçambique.
    Guambe, Alsone
    Eduardo Mondlane University, Moçambique.
    ICT in Education in Africa - Myth or Reality: A Case Study of Mozambican Higher Education Institutions2013Ingår i: The African Journal of Information Systems, ISSN 1936-0282, E-ISSN 1936-0282, Vol. 5, nr 3, 5Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the last decade, there has been a growth in Information Communication and Technology for Education (ICT4E) in sub-Saharan Africa. Through support from local and international development agencies, several Higher Education Institutions (HEIs) have engaged in introducing, implementing and supporting ICT4E. This study aims at providing a description and analysis of the current state of ICT4E implementation in HEIs in Mozambique. An exploratory study of 19 HEIs was conducted using open ended questionnaires and interviews. The results show that the country has advanced greatly in terms of design and implementation of ICT policies, as well as telecommunication. Additionally, MoReNet the national education research network supports ICT infrastructure capacity building in HEIs through its nationwide data network that interconnects academic and research institutions. Teacher centered approaches are still the dominant pedagogy.

  • 43. Peiris, C. Ranil
    et al.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hewagamage, Kamalanath
    Wikramanayake, Gihan
    An Analysis of Existing Issues in Students' Research and Project Initiation Stage: Information and Communication Technology Perspective2013Ingår i: INTED 2013. 7th International Technology, Education and Development Conference: Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, International Association of Technology, Education and Development (IATED) , 2013, 1760-1769 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    Universities are challenged to produce quality graduates and have introduced different type of teaching methods in the curriculum to address this challenge. As a measure to minimize this issue, universities have introduced various activities in the curriculum. Industrial placements, industry based projects, field visits, courses, workshops, seminars from industry experts and special courses such as entrepreneurship are a few examples raised so far. Among other activities, a research project component is a leading way to link theory into practice, enhance employability skills of the students and improve the industry university collaboration. There are mainly two types of key participants in the thesis process, and they are students and supervisors. A student or group of students performs research under the guidance of a supervisor or team of supervisors. Research supervision is a unique teaching methodology, and it is certainly one of the most complex and problematic among other pedagogical methods and such projects report a high dropout rate. Also, it is a well-known problem that a large number of students are failing to complete their research project within the scheduled timeframe with the anticipated quality. The selection of an interesting topic and a suitable supervisor are essential requirements for a successful research project. Many students select research topics without a proper understanding of the topic. Students, supervisors and industry representatives have research ideas that are important for each other but, lack of communication between these parties prevents the initiation of them as valuable research projects. Hence, although industry is a main source of ideas, there is a lack of industry related students projects in the Sri Lankan university system. Although, Information and Communication Technology (ICT) enable information systems are developed to support teaching, learning, and administrative activities, there is a lack of research to study about the use of ICT for the thesis supervision process. The focus of this study identifies issues in the initial stage of the research supervision process with the purpose of designing an ICT enabled framework for the thesis supervision process. This study utilizes both quantitative and qualitative data analysis techniques, and follows a mixed method. A survey was conducted to identify issues in the thesis initiation stage, and four types of questionnaires distributed to supervisors, students, administrators and industry representatives. Furthermore, coordinators were interviewed to clarify unclear problematic areas. Finally, issues are explained as a model that can be used as a foundation for future studies.

  • 44.
    Peiris, Ranil
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Priyantha Hewagamage, Kamalanath
    Wickramanayeke, Gihan N.
    Assessment Theory and Practice in Thesis Supervision: A Study of Information and Communication Technology Enabled System (SciPro) for Effective Evaluation2013Ingår i: EDEN 2013 Annual Conference: The Joy of Learning. Enhancing Learning Experience Improving Learning Quality. Book of Abstracts / [ed] Morten Flate Paulsen, András Szucs, European Distance and E-Learning Network , 2013, 79-79 s.Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This paper discusses Information and Communication Technology (ICT) support for thesis supervision assessment from a theoretical point of view. A case study methodology was selected due to the qualitative nature of this research and data collected through the observations and development team discussions. Formative and summative assessment methods were selected from the literature for the main discussion from the thesis supervision assessment point of view. Thesis supervision is a special type of pedagogy, which creates a flexible learning and teaching environment. Students and supervisors collaboratively work for designing a learning process to accomplish objectives of the thesis. Although the academic institution provides a general structure for the thesis supervision process, students and supervisors are in an unstructured environment, which can easily deviate from the study plan and hence, continuous assessment is highly required. Formative assessment methods provide a continuous feedback to both supervisors and students to take necessary actions to re-align the process. Summative assessments are used to assess the overall quality of the product in a particular point. When compared with traditional classroom teaching assessment practices, implementation of summative and formative assessment in thesis supervision process is a challenging task. Although both, formative and summative methods contribute to produce a quality thesis, implementation of formative assessment methods are more complex than summative methods. “SciPro”, a web based thesis supervision information system was observed as a critical case. The observation of the selected case confirms that, facilities in ‘SciPro’ have implemented formative and summative assessment principles and we argue that ICT enabled thesis supervision is highly supportive for implementing assessment theories in thesis supervision process.

  • 45. Thilakarathna, Kenneth
    et al.
    Keppitiyagama, Chamath
    De Zoysa, Kasun
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    INCORPORATING DIGITAL TOOLS FOR INFORMAL PEER GROUP LEARNING2010Konferensbidrag (Refereegranskat)
  • 46.
    Wettergren, Gunnar
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Making campus education flexible: Adapting to student needs2011Ingår i: Society for Information Technology & Teacher Education International Conference (SITE) 2011 Nashville, Tennessee, USA March 7, 2011, Chesapeake, VA: AACE , 2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    The number of students that attend higher education is increasing (10.6% increase in Sweden), students are getting older, and have a different social situation than before. This changes the way universities should deliver education to its students. We currently use a very university centered approach that ignores the needs of the students, this must change to a more student centered delivery model. We believe that we must move into a form of flexible learning that allows students to be in control of their lives. In this article we explain such a model, the rational, how we rebuilt our lectures halls to handle flexible learning, and we concluded by presenting the lessons we learned along the way. We aim at presenting an example of how flexible learning can be incorporated into campus education by offering students three ways of taking part in lectures and other activities. (1) On campus in the lecture hall, (2) At home watching live streaming, or (3) Watching the recorded video after the fact.

  • 47.
    Wettergren, Gunnar
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Larsson, Ken
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Näckros, Kjell
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Glimbert, Lars
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Designing the physical learning space with digital resources The best of two worlds?2010Konferensbidrag (Refereegranskat)
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