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Lindh, Jörgen
Publications (10 of 21) Show all publications
Keller, C. & Lindh, J. (2011). Framgångsfaktorer för utbildning på nätet (1ed.). In: Stefan Hrastinski (Ed.), Mer om nätbaserad utbildning: Fördjupning och exempel (pp. 31-52). Lund: Studentlitteratur
Open this publication in new window or tab >>Framgångsfaktorer för utbildning på nätet
2011 (Swedish)In: Mer om nätbaserad utbildning: Fördjupning och exempel / [ed] Stefan Hrastinski, Lund: Studentlitteratur , 2011, 1, p. 31-52Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2011 Edition: 1
National Category
Educational Sciences Information Systems
Identifiers
urn:nbn:se:hj:diva-13775 (URN)978-91-44-06806-0 (ISBN)
Available from: 2010-11-11 Created: 2010-11-11 Last updated: 2018-01-12Bibliographically approved
Lindh, J. & Persson, C. (2010). E-democracy and E-participation in Practice: pitfalls and success factors. Paper presented at Scandinavian Workshop on e-Government (2010).
Open this publication in new window or tab >>E-democracy and E-participation in Practice: pitfalls and success factors
2010 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This article describes the development and use of e-democracy in a housing area in a Swedish municipality over more than a five-year period. The impact of the on-going dialogue between selectors and selected representatives using socio-technical ICT-artifact is studied in particular.

The perspectives of this research are threefold:

- How should (i) social, (ii) pedagogical and (iii) technical components be organized to develop, uphold or vitalize a social and learning context with ICT-supported dialogue and discussion between ordinary participants/members and their representatives?

The findings of this article mainly consist of pitfalls and success factors which may influence the development and use of e-democracy on a medium sized societal level.

Two important preconditions for a successful development are that the whole implementation (democratization) process is well known for the involved parties, and that there is a contract established that regulates the actions of the key actors and other participants.

Keywords
e-democracy, e-participation, structure, action, dialogue, discussion, norms
Identifiers
urn:nbn:se:hj:diva-11813 (URN)
Conference
Scandinavian Workshop on e-Government (2010)
Available from: 2010-03-22 Created: 2010-03-22 Last updated: 2010-03-25Bibliographically approved
Svedberg, S. & Lindh, J. (2009). Ett lärande arbetssätt med datorstöd. Stockholm: Vulkan
Open this publication in new window or tab >>Ett lärande arbetssätt med datorstöd
2009 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Vulkan, 2009. p. 102
Identifiers
urn:nbn:se:hj:diva-11914 (URN)9163339536 (ISBN)
Available from: 2010-04-01 Created: 2010-04-01 Last updated: 2010-04-06Bibliographically approved
Hrastinski, S., Keller, C. & Lindh, J. (2009). Is e-learning used for enhancing administration or learning?: On the implications of organizational culture. In: Institutional Transformation through Best Practices in Virtual Campus Development: Advancing E-Learning Policies (pp. 55-64). Hershey, PA.: Idea Group
Open this publication in new window or tab >>Is e-learning used for enhancing administration or learning?: On the implications of organizational culture
2009 (English)In: Institutional Transformation through Best Practices in Virtual Campus Development: Advancing E-Learning Policies, Hershey, PA.: Idea Group , 2009, p. 55-64Chapter in book (Other academic)
Abstract [en]

The transition from learning on campus to e-learning presents many challenges. One of the key challenges is the organizational culture, which may enhance or hinder e-learning implementation. In this chapter, we describe how the organizational culture shapes e-learning use at universities. We compare a School of Business and a School of Health Sciences. It is argued that strategies for e-learning have played a key role in shaping the organizational culture, which in turn shapes how e-learning is being used. The School of Business regarded efficient administration as the key driver while the School of Health Sciences regarded collaborative learning as the key driver for e-learning. We introduce the concepts of administration-centered and learning-centered e-learning culture to pinpoint the difference identified. A challenge is to develop an e-learning culture that values both how e-learning can be used to enhance administration and learning.

Place, publisher, year, edition, pages
Hershey, PA.: Idea Group, 2009
Keywords
E-learning, organizational culture, implementation, adoption, strategy, higher education
National Category
Information Systems
Identifiers
urn:nbn:se:hj:diva-7990 (URN)9781605663586 (ISBN)
Available from: 2009-02-25 Created: 2009-02-25 Last updated: 2018-01-13Bibliographically approved
Lindh, J. & Johansson, B. (2009). Reorganization of Software Application Hosting and Its Relation to e-Government: A Swedish Municipality Case. Journal of Cases on Information Technology, 11(3), 62-80
Open this publication in new window or tab >>Reorganization of Software Application Hosting and Its Relation to e-Government: A Swedish Municipality Case
2009 (English)In: Journal of Cases on Information Technology, ISSN 1548-7717, E-ISSN 1548-7725, Vol. 11, no 3, p. 62-80Article in journal (Refereed) Published
Abstract [en]

This paper describes the case of a decision-making process in a Swedish local government which was reorganizing the hosting of its software applications. One question raised is, how the attempt of improving governance and being more of an e-government, influences a hosting decision. To illustrate this, a retrospective case study is used. The case shows why the decision-making process started, how the decisions were taken, and finally the outcomes from that process.

It seems from our findings, that organizations planning to decentralize decision-making in order to make better decisions need to centralize parts of the IS work. Another outcome of the centralization may also be an increased ability of being an e-Government. The paper suggests a number of reasons for why an organization starts the process of reorganizing its software applications hosting and how these reasons are connected to e-Government. It is found that this reorganization in particular aims at improving the governance that the executive committee needs in order to make the correct decisions. This is in line with the government’s ambition to become more of an e-Government and in that way be able to provide better services for its citizens. However, the question remains if the decided option, to centralize and coordinate software applications hosting and ICT, was the best option or if another outcome would be preferable.

Place, publisher, year, edition, pages
Hershey: IGI Publishing, 2009
Identifiers
urn:nbn:se:hj:diva-11408 (URN)
Available from: 2010-01-21 Created: 2010-01-20 Last updated: 2017-12-12Bibliographically approved
Keller, C., Lindh, J., Hrastinski, S., Casanovas, I. & Fernandez, G. (2009). The impact of national culture on e-learning implementation: A comparative study of an Argentinean and a Swedish University. Educational Media International, 46(1), 67-80
Open this publication in new window or tab >>The impact of national culture on e-learning implementation: A comparative study of an Argentinean and a Swedish University
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2009 (English)In: Educational Media International, ISSN 0952-3987, E-ISSN 1469-5790, Vol. 46, no 1, p. 67-80Article in journal (Refereed) Published
Abstract [en]

This study compared attitudes, purposes, driving factors and barriers of using e-learning at an Argentinean and a Swedish university. Data from a questionnaire answered by 269 university teachers was analysed to discern similarities and differences in responses from Argentinean and Swedish teachers. The main conclusion of the study was that the responses from Swedish and Argentinean teachers were similar. However, some differences were discerned. Argentinean teachers stated communication with students and active student participation as more important driving factors than Swedish teachers. Lack of incentives and appreciation were stated as more important barriers among the Argentinean teachers. University teachers from both countries used e-learning tools for administrative rather than pedagogical purposes. One explanation of this finding might be that the transition towards actually teaching and learning with technology was experienced as too challenging. Based on the findings of the study, it could be concluded that there is a vital need of university teachers to receive support from implementers and colleagues in order to overcome the barriers of lack of time and knowledge of the pedagogical implications of e-learning.

Place, publisher, year, edition, pages
Routledge, 2009
Keywords
E-learning, national culture, higher education, implementation
National Category
Information Systems
Identifiers
urn:nbn:se:hj:diva-7989 (URN)10.1080/09523980902781253 (DOI)
Available from: 2009-02-25 Created: 2009-02-25 Last updated: 2018-01-13Bibliographically approved
Keller, C., Lindh, J., Hrastinski, S., Casanovas, I. & Fernandez, G. (2008). Does national culture matter in e-learning implementation?. In: Proceedings of Ed-Media 2008, World Conference on Educational Multimedia, Hypermida & Telecommunications: (pp. 3796-3798). Charlottesville, Va.: Association for the Advancement of Computing in Education
Open this publication in new window or tab >>Does national culture matter in e-learning implementation?
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2008 (English)In: Proceedings of Ed-Media 2008, World Conference on Educational Multimedia, Hypermida & Telecommunications, Charlottesville, Va.: Association for the Advancement of Computing in Education , 2008, p. 3796-3798Conference paper, Published paper (Refereed)
Abstract [en]

Not much is known about the impact of national culture on perceptions of e-learning. The aim of the study was to compare perceptions of e-learning implementation among university teachers at a Swedish and an Argentinean university. Hofstede’s (2001) four dimensions of national culture were used to characterise the national cultures of Sweden and Argentina: power distance, uncertainty avoidance, individualism – collectivism, and masculinity – femininity. 159 Swedish and 110 Argentinean university teachers answered a survey questionnaire on purposes of using e-learning in university education, and driving factors and barriers towards e-learning implementation. The responses to the questionnaire were mainly similar. The only difference in responses due to national culture was that Argentinean university teachers stressed lack of incentives and appreciation as a more serious barrier to e-learning implementation than the Swedish respondents. This difference might be due to the more masculine culture of Argentina, stressing recognition and rewards more than the feminine Swedish culture.

Place, publisher, year, edition, pages
Charlottesville, Va.: Association for the Advancement of Computing in Education, 2008
Identifiers
urn:nbn:se:hj:diva-5735 (URN)1-880094-65-7 (ISBN)
Available from: 2008-07-07 Created: 2008-07-07 Last updated: 2015-03-25Bibliographically approved
Casanovas, I., Fernandez, G., Hrastinski, S., Keller, C. & Lindh, J. (2008). Teachers' Perception of Institutional Strategies on e-Learning Implementations: A Comparative Study of an Argentinian and a Swedish University. In: Dan Remenyi (Ed.), Proceedings of ICEL: The 3rd International Conference on E-learning 2008. Paper presented at 3rd International Conference on e-Learning University of Cape Town, Cape Town, South Africa 26-27 June 2008 (pp. 87-94).
Open this publication in new window or tab >>Teachers' Perception of Institutional Strategies on e-Learning Implementations: A Comparative Study of an Argentinian and a Swedish University
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2008 (English)In: Proceedings of ICEL: The 3rd International Conference on E-learning 2008 / [ed] Dan Remenyi, 2008, p. 87-94Conference paper, Published paper (Other academic)
National Category
Information Systems
Identifiers
urn:nbn:se:hj:diva-5737 (URN)9781906638054 (ISBN)
Conference
3rd International Conference on e-Learning University of Cape Town, Cape Town, South Africa 26-27 June 2008
Available from: 2008-06-13 Created: 2008-06-13 Last updated: 2018-01-12Bibliographically approved
Lindh, J., Hrastinski, S., Keller, C., Casanovas, I. & Fernandez, G. (2008). The impact of national culture on e-learning implementation: A comparative study of an Argentinean and a Swedish university. In: Proceedings of IADIS International Conference Information Systems 2008: (pp. 351-).
Open this publication in new window or tab >>The impact of national culture on e-learning implementation: A comparative study of an Argentinean and a Swedish university
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2008 (English)In: Proceedings of IADIS International Conference Information Systems 2008, 2008, p. 351-Conference paper, Published paper (Refereed)
Abstract [en]

Currently, little is known if and how national culture shapes e-learning. In this study, attitudes, purposes, driving factors and barriers of e-learning use at an Argentinean and a Swedish university was compared. A survey questionnaire was distributed among teachers at both universities. Data was analysed to discern similarities and differences in responses from Argentinean and Swedish teachers from the four cultural dimensions developed by Hofstede; power distance, uncertainty avoidance, individualism – collectivism, and masculinity – femininity. The main conclusion of the study was that the similarities of responses from Swedish and Argentinean teachers were more common than differences. However, some differences emanating from national culture could be discerned. Argentinean teachers stated communication with students and active student participation as more important driving factors than Swedish teachers. Lack of incentives and appreciation was stated as more important barriers among the Argentinean teachers. These findings are hypothesised to be due to the more collectivist and masculine culture of Argentina.

Keywords
e-learning, national culture, higher education, implementation
Identifiers
urn:nbn:se:hj:diva-5555 (URN)978-972-8924-57-7 (ISBN)
Available from: 2008-09-10 Created: 2008-09-10 Last updated: 2015-03-25Bibliographically approved
Lindh, J., Keller, C. & Hrastinski, S. (2007). E-learning use at Jönköping University: Driving factors, barriers and strategies.
Open this publication in new window or tab >>E-learning use at Jönköping University: Driving factors, barriers and strategies
2007 (English)Other (Other (popular science, discussion, etc.))
Abstract [en]

Universities world-wide develop e-learning courses, but do  not always have a clear understanding what is needed to develop such courses. Before a university implements e-learning courses, the driving and limiting factors should be explored. To this end we conducted a survey at Jönköping University in Sweden. Every staff member at the university who had devoted at least 10% or her/his time to teaching during the last year was asked to complete the questionnaire. The questionnaire was answered by 159 teachers. The driving factors of using e-learning were found to be primarliy administrative gains, and not so much improvement of the pedagogical value of courses. The two major barriers to e-learning were lack of time (65%) and lack of knowledge about technology (53%). The teachers experienced limited support from the university management in their ambitions to develop e-learning.

Identifiers
urn:nbn:se:hj:diva-10505 (URN)
Note
Final report to the Committee for Pedagogical Development, Jönköping UniversityAvailable from: 2009-10-02 Created: 2009-10-01 Last updated: 2015-03-25Bibliographically approved
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