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  • 251.
    Kapaniaris, Efstathios
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Yan, Liren
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Third party developers in Mina VårdKontakter: Opportunities and Challenges2014Självständigt arbete på avancerad nivå (masterexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [en]

    E-health has been implemented internationally as a broad range of medical informatics applications for facilitating management and delivery of health care since the beginning of the 2000s. In Sweden, Mina VårdKontakter (Eng. My Health Care Contacts), is an e-healthplatform providing services nationally in all regions and county councils. In order to provide further features of the platform, third-party developers will be invited to develop parts and features of the system. The purpose of this thesis was to investigate the challenges and opportunities that third-party developers encounter as they aim to contribute to the platform and how the platform owner can provide support for the developers. In order to fulfill the purpose, five qualitative expert interviews were made with three third-party developer, one platform owner and one project manager. The main opportunity that the thirdparty developers saw was to gain financially from participating in the development of Mina VårdKontakter. The main challenge was the lack of access to real data, as opposed to demo-data, and the still not very developed support from the platform owner, such as the software development kit (SDK) and application programming interface (API). These and other platform boundary resources, such as agreements between developers and ownersstill need to be developed and communicated to the third-party developers.

  • 252.
    Karam, Georges
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Daliyev, Jamoliddin
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Cross-Platform Mobile Application Development: An Assessment of the Swedish Startups Landscape2015Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    In mobile computing, there is variety of approaches to develop applications. One challenge is the diversity of mobile devices in the market and targeting more than one mobile device to develop applications. One approach to handle this is traditional, in which for every device there is a project carried out to develop application. Another method is the cross-platform application development which has been introduced in recent years. The purpose of this thesis is to explore if existing cross-platform frameworks can aid startup companies to develop cross-platform mobile apps. The research questions are 1) How can cross-platform frameworks be a viable approach for start-up companies in this respect? 2) What challenges and benefits do cross-platform approaches bring to developers? In order to answer the research questions, respondents from five small-sized and two large companies developing mobile apps are being interviewed. The results shows that cross-platform frameworks are good tools when developing mobile apps for multiple platforms, but are applicable to different degrees depending on the actual case. Challenges and benefits identified by the respondents mainly touched upon decreasing development time, and less coding effort, but also the uniqueness of Apple and Android products and difficulties in making developers switch to new languages.

  • 253.
    Karlberg, Jeanette
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Ahlström, Emma
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Hultgren, Emmeli
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Verksamhetsutveckling vs. Systemutveckling: Påverkande faktorer2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [sv]

    Vårt intresse för verksamhets- och systemutveckling har växt fram under vår studietid, då vi fått kunskap om att en av utvecklingstyperna har en mer prioriterad roll vid ett utvecklingsarbete. Efter att ha läst en del artiklar blev vi även intresserade av att jämföra vilka faktorer samt vem som är beslutstagare vid utveckling av organisationer i den statliga och privata sektorn. Detta för att se vilka eventuella skillnader respektive likheter det finns mellan dem.

    Syftet med denna studie är att hitta de faktorer som är avgörande vid val att prioritera verksamhetsutveckling respektive systemutveckling. Samt att skapa en djupare förståelse för en organisations tänkande vid utveckling och hur utvecklingen skall genomföras.

    Vi valde i denna studie att genomföra en kvalitativ studie där vi började med att tillägna oss relevant teori som förklarar och fördjupar läsaren i vad verksamhets- och systemutveckling är. Vidare utformade vi intervjufrågor utifrån vår problemformulering. Intervjufrågorna skickade vi ut till olika organisationer inom både den statliga och privata sektorn i Jönköpings län.

    Utifrån den teori vi tillägnat oss och de svar vi fick in vid intervjuerna genomförde vi en analys som vi sedan kunde dra slutsatser från. Slutsatserna består av de faktorer som vi önskade få fram genom denna studie och presenteras i en matris. Detta för att det ska vara lättare för läsaren att få en överblick över våra slutsatser. Genom matrisens uppbyggnad besvarar den vår problemformulering väldigt bra. Matrisen är uppbyggd enligt följande, den delar upp organisationerna i de två förut nämnda kategorierna, privat och statlig. Den skiljer även på faktorer för verksamhets- och systemutveckling samt vem som är beslutstagare.

  • 254. Karlsson, Fredrik
    et al.
    Ågerfalk, Pär
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Multi-Grounded Action Research in Method Engineering: The MMC Case2007Ingår i: Proceedings of IFIP WG8.1 Working Conference on Method Engineering: Fundamentals and Experiences, 2007Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    Abstract [en]

    There appears to be two schools of information systems development methods research that largely pursue their own agendas without many cross-references. On the one hand there is the method engineering research and on the other hand there is the method-in-action research. There seems to be much to be gained from integrating these two schools, developing knowledge that both has the formality (rigor) and reflects its enactment in practice. To achieve this, the research approach adopted has to embrace this duality. In this paper we explore how Multi-Grounded Action Research (MGAR) can contribute to achieving this aim. MGAR has been used in the development of a Method for Method Configuration, a research product that integrates the strengths of both schools.

  • 255.
    Karlsson, Tobias
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Andersson, Henrik
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    The open source software alternative: Factors and their impact on the decision-making process at Swedish municipalities2005Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    Arguably, the Schumpeterian ideology of “creative destruction” saying that eventually even the most secure monopoly will be destroyed by a new technology, a new idea, or a shift in tastes could be applied to open source software. Currently, the proprietary software holds a strong position in the software market. Nevertheless, one could see a surge in articles and acceptance among organisations concerning open source software.

    Proprietary software companies like Microsoft are still gaining ground within the Swedish municipalities. Although one get the impression that municipalities generally are positive toward open source software, the decision-making process often results in choosing a proprietary software alternative. However, one could question which are the underlying factors and to what extent are these factors affecting the decision-making process of municipalities integrating or migrating into open source software?

    In order to study this phenomenon, we chose a quantitative approach using a questionnaire as the tool for data gathering. The sample consisted of 100 randomly selected municipalities. A pre study was made through an interview in order to strengthen the accuracy of the questionnaire which later on was sent out to the IT manager at each municipality in the sample.

    The organisational-, environmental-, user- and system level are four main factors affecting the decision-making process concerning open source software. Among these, the organisational factor was the only one which had a significant negative impact on the decision-making process concerning open source software. The importance of being able to integrate different software increases the need for compatibility which, according to the IT managers, is facilitated using a standardized software environment offered by for example Microsoft.

  • 256.
    Karltun, Johan
    et al.
    Högskolan i Jönköping, Tekniska Högskolan, JTH, Industriell organisation och produktion.
    Keller, Christina
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Vinnvård metastudie: Lärdomar utifrån ett forskningsprogram2012Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Forskningsprogrammet Vinnvård är en gemensam satsning av Vårdalstiftelsen, VINNOVA, Sveriges kommuner och landsting (SKL) och Socialdepartmentet. Syftet med Vinnvård är att genom forskning på lednings- och verksamhetsfrågor bidra till ett effektivt och långsiktigt hållbart vård- och omsorgssystem i Sverige. Programmet omfattar totalt 150 miljoner kronor under perioden 2007-2012. Hittills har två utlysningar genomförts, 2006 och 2008.

    Denna rapport är en dokumentation av en metastudie av forskningsprojekten i Vinnvård, som erhöll medel i utlysningarna 2006 ooch 2008. Forskningsuppdragets mål var att fånga lärandet i projekten och hitta framgångsrika angreppssätt för att nå de fyra syften eller mål som var utgångpunkter för programmet:

    1. Öka nyttiggörandet av kvalitetssäkrad kunskap i vård och omsorg

    2. Utveckla innovativ arbetsorganisation i vård och omsorg

    3. Stimulera framväxten av institutionella lärandestrukturer kring vård- och omsorgspraktikens lednings- och verksamhetsfrågor

    4. Etablera forskning om vård- och omsorgspraktikens lednings- och verksamhetsfrågor vid svenska universitet och högskolor

    Metoden för datainsamling har varit strukturerade intervjuer enligt den frågeguide som utarbetades för studien (se bilaga 1) kompletterat med skriftliga kommentarer från forskningsledarna.

    Mål 1 och 2 ansågs vara mycket viktiga av samtliga forskningsledare och var det som motiverade att projekten genomfördes. Mål 3 upplevdes som mer oklart och tolkades på flera olika sätt av forskningsledarna. Mål 4 sågs som en naturlig följd av och en förutsättning för att forskningsprojekten skulle kunna genomföras. Sambanden mellan de två första målen upplevdes som starkast men samtliga mål betraktades som väl sammanhållna och kompletterande.

    De studerade forskningsprojekten utgör en provkarta på olika ansatser och angreppssätt. Här finns exempel på aktionsforskning, interaktiv forskning, följeforskning och interventionsforskning. Vissa projekt har genomfört och beforskat interventioner direkt i vård och omsorg, medan andra projekt har fokuserat på att förbättra förutsättningarna för att genomföra interventioner. Samtliga forskningsprojekt har enligt vår bedömning varit framgångsrika. Resultaten spänner över många olika områden och organisatoriska nivåer. Alla projekt har också producerat flera olika typer av resultat uppdelat på produkter, metoder, arbetssätt, styrsystem och lärande. I minst tre fall har nya starka akademiska forskningsmiljöer inom området etablerats som en följd av Vinnvårds satsning. En av de framgångsfaktorer som framträder tydligast är att tidigt etablera eller att vid projektets start ha ett etablerat kontaktnät för att förankra forskningsresultaten i den verksamhet som berörs eller skall förändras.

    Mot bakgund av detta resultat ser vi en potential i fördjupade studier kring forskningsledarens roll och om hur aktörer från dessa verksamheter har upplevt forskningsprojekten och resultaten och en sammanhållen fördjupad dokumentation av forskningsprogrammet i form av en tematisk antologi.

  • 257.
    Karltun, Johan
    et al.
    Högskolan i Jönköping, Tekniska Högskolan, JTH, Industriell organisation och produktion.
    Lind, Mikael
    Eklund, Jörgen
    Goldkuhl, Göran
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Seigerroth, Ulf
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Production planning and information flow in a business process context – experiences from change projects in SMEs1999Ingår i: Proceedings of the International conference on TQM and Human Factors: Towards successful integration, 1999, s. 2:158-163Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper describes and evaluates experiences of applying a business process perspective as a part of a change project in three different enterprises, especially with respect to improvements in production planning and information flow activities. The business process modelling gives a detailed and structured understanding of the relations between the business processes and the problems in the enterprise, problems that include quality and employee work conditions. The results indicate that the modelling of the processes provides the enterprises with more complete but simple and understandable images of the business, where the business process perspective accentuates a customer focus and a tight integration between production and sales. The perspective can be used to develop the understanding of the relations between the activities of strategic planning, the daily planning and scheduling of the production, and the personal planning of the single employee. The individuals’ working situation can be improved when the understanding of, and the possibilities to affect the own and others role in relation to the rest of the organisation are increased.

  • 258.
    Karltun, Johan
    et al.
    Högskolan i Jönköping, Tekniska Högskolan, JTH, Industriell organisation och produktion.
    Seigerroth, Ulf
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Goldkuhl, Göran
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik. Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Media, Management and Transformation Centre (MMTC).
    Eklund, Jörgen
    Lind, Mikael
    Process Redesign and Organisational Change: Towards the use of an Integrated Change Method1999Ingår i: Proceedings of the International Conference on TQM and Human Factors: towards successful integration, Linköping: Centre for Studies of Humans, Technology and Organization (CMTO), Univ. , 1999, s. 1008-Konferensbidrag (Refereegranskat)
    Abstract [en]

    The problem of finding appropriate ways to organise and design organisational change processes, and especially their initial phases, is the main question behind this paper. It is argued that a methodological approach is advantageous by guiding the process towards efficiency and effectiveness. The theoretical base for such a method is described concerning change and method theory. Two methods deriving from perspectives of process redesign, quality, ergonomics and organisational theory were integrated. The resulting method was verified in three case studies, concerning change process and method use. The results show that integration of perspectives, situational adaptability, an unbiased initial problem attitude, and a change initiating co-operation between change agent and organisation could be achieved. The developed theory and work structures are advantageous in guiding and legitimising the change process. The work procedures ensure participation and enable both top-down and bottom-up generated improvements to be emphasised.

  • 259.
    Kaviani, Maryamsadat
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Farmahini Farahani, Esmaeil
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Understanding user acceptance of Digital Library2011Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The use of Digital library has grown considerably past two decades. Using new tech-nology effectively depends on acceptance for that technology, which in turn would be affected by users’ perception of that technology’s usefulness and ease of use. Research on "usable" digital library shows that potential users of digital libraries may not use it, in spite of the system availability and the millions of dollars that have been spent. There is a need to identify external factors which has an affect users’ intention of using this system.

  • 260.
    Keller, Christina
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    A comparative case study of technology acceptance at three Northern European universities2011Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Virtual learning environments have in recent years become an important tool in higher education, in distance learning as well as on campus. This study analyzed factors influencing acceptance of virtual learning environments among academic staff and students in blended learning environments. The study was performed as a comparative, explanatory case study at three universities providing master education of public health in Sweden, Norway and Lithuania. The findings of the case study showed that national culture was powerful in influencing acceptance of virtual learning environments, positively as well as negatively. High degrees of performance expectancy and social influence affected acceptance of virtual learning environments positively. The high degree of social influence was hypothesized to be transferred by the values of the national culture. The high degree of acceptance of virtual learning environments in Lithuania was hypothesized to be due to high degrees of the cultural values of power distance and uncertainty-avoidance.

  • 261.
    Keller, Christina
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    A third person in the room: A case study of the Swedish Rheumatoid Register2017Ingår i: Proceedings of European Conference on Information Systems 2017: Information systems for a smart, sustainable and inclusive world, Association for Information Systems, 2017, s. 787-800Konferensbidrag (Refereegranskat)
    Abstract [en]

    The purpose of this paper is to examine how a quality register in rheumatoid arthritis care was adopted in the Swedish medical community of rheumatologists and what helped and hindered this.

    A mixed methods case study was carried out to collect data covering the development and adoption of the quality register. By performing 17 key informant interviews and document analysis, significant themes focusing on the context, content, process and outcomes of the innovation was sought for. The innovation process proceeded from idea generation, development phase, and consolidation phase to a phase of shared decision-making. Resistance from physicians, perceived threats to the medical consultation, organisational change climate and lack of integration with other health care IT-systems were perceived as barriers to the adoption of the quality register. Access to longitudinal patient and treatment data, change champions, transformational leadership, changes in the physician-patient dialogue and increased control of treatment quality and costs were identified as drivers of innovation spread. These factors can be categorised as belonging to the construct of perceived usefulness.

  • 262.
    Keller, Christina
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Acceptans av virtuella lärplattformar i akademiska organisationer avgörs av organisationskulturen2007Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 263.
    Keller, Christina
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Challenge-driven open innovation in the public sector: Patient empowerment and open source for municipalities2011Konferensbidrag (Övrigt vetenskapligt)
  • 264.
    Keller, Christina
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Chronic Health2012Konferensbidrag (Övrigt vetenskapligt)
  • 265.
    Keller, Christina
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Technology acceptance in academic organisations: Implementation of virtual learning environments2006Ingår i: European Conference on Information Systems, 2006Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper presents findings from an ongoing cross-cultural study exploring implementation of Virtual Learning Environments (VLEs) in higher education. Semi-structured interviews were made with key personnel at three university departments providing public health education in Lithuania, Norway and Sweden during 2004-2005. Technology acceptance in the context of the innovation decision process was focused during the interviews. The data was analyzed from the perspectives of innovation diffusion theory and Unified Theory of Acceptance and Use of Technology (UTAUT). Findings give evidence that a high degree of performance expectancy among university staff seems to enhance the implementation process. Factors found to obstruct the implementation process were: 1) the concept of “academic freedom” put forward as an argument for not using educational technology, and 2) an organisational culture depicting teaching on campus as the ideal pedagogical approach.

  • 266.
    Keller, Christina
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Technology acceptance research: Reflections on the use of a theory2012Ingår i: Management and Information Technology: Challenges for the modern organization / [ed] Peter Dahlin och Peter Ekman, New York: Routledge, 2012, s. 176-190Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The technology acceptance model (TAM) assumes that an individual’s acceptance of an information system is a necessary predecessor of actual use of the information systems, and that acceptance is determined by two major factors; perceived usefulness and perceived ease of use. Although being one of the most applied theories in information systems research since its introduction in 1989, TAM has been a target of criticism on behalf of being too simplistic, not taking user’s organizational contexts in account and avoiding controversial issues concerning the use of information systems by concentrating too much on the individual user’s self-reported perceptions. To refute the criticism, a number of extensions of TAM has been developed and tested, the most influential being Unified Theory of Acceptance and Use of Technology (UTAUT), which was presented in 2003 introducing the core constructs of performance expectancy, effort expectancy, social influence and facilitating conditions as influencing factors of user acceptance. The chapter provides a review of information systems research that applies technology acceptance models and gives advice to researchers, students and practitioners, who wish to use technology acceptance models in research and evaluation of information systems use in different contexts.

  • 267.
    Keller, Christina
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    User Acceptance of Virtual Learning Environments: A Case Study from Three Northern European Universities2009Ingår i: Communications of the Association for Information Systems, ISSN 1529-3181, E-ISSN 1529-3181, Vol. 25, nr 1, s. 465-486Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Virtual learning environments have in recent years become an important tool in higher education, in distance learning as well as on campus. This study analyzes factors influencing acceptance of virtual learning environments among academic staff and students in blended learning environments. Two research questions guided the study: (1) How do organizational and individual factors influence the acceptance of virtual learning environments among academic staff and students? (2) What are the implications for practice in order to create good prerequisites for acceptance of virtual learning environments? The study was performed as a comparative, explanatory case study at three universities providing master education of public health in Sweden, Norway and Lithuania. The findings of the case study showed that the contextual factor of culture was powerful in influencing acceptance of virtual learning environments, positively as well as negatively. High degrees of performance expectancy, results demonstrability and social influence affected acceptance of virtual learning environments positively. The degree of social influence was hypothesized to be transferred by the contextual factor of culture. The organizational culture of universities, ex-pressed as shared values of what is good quality teaching and learning, were found to partly oppose values inherent in the virtual learning environment. Implications for practice are put forward, emphasizing culture as an important factor to consider in the implementation of virtual learning environments.

  • 268.
    Keller, Christina
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Vinnvård metastudie2012Konferensbidrag (Övrigt vetenskapligt)
  • 269.
    Keller, Christina
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Virtual Learning Environments in Higher Education: A Study of Students' Acceptance of Educational Technology2005Licentiatavhandling, sammanläggning (Övrigt vetenskapligt)
  • 270.
    Keller, Christina
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Virtual Learning Environments in Higher Education: A Study of User Acceptance2007Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
  • 271.
    Keller, Christina
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Virtual Learning Environments: Three Implementation Perspectives2005Ingår i: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 30, nr 3, s. 299-311Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 272.
    Keller, Christina
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Where are You and What do you Talk about?: Settings and Communication of a Blended Learning Master Program in Healthcare2015Konferensbidrag (Övrigt vetenskapligt)
  • 273.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Cernerud, Laars
    Västerås Stad, Skolhälsovård.
    Where are You? Settings and Tools of a Blended Learning Master Program in Healthcare2014Ingår i: Hawaii 12th International Conference on Education: Conference Proceedings, 2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    This article examines educational settings and tools used in a master program in healthcare given as blended learning. An educational setting is understood as something in which education exists and refers to the totality of the surrounding conditions (Jaldemark, 2010). The formal educational setting of the master program was a blend of campus and online settings. The learners were situated in three different physical locations during the master program: campus, home and work. All program courses started with a campus meeting, with lectures and introductions to course content and assignments. There were also campus meetings planned in the middle and at the end of courses. In between campus meetings, synchronous and asynchronous online seminars delivered by means of a learning management system (LMS) were arranged and moderated by teachers. The number of online seminars in the courses ranged from two to nine per course. There were also individual and group assignments, traditional assignments as well as reflective journals, where learners were supposed to reflect on their learning process and personal development.

    Materials and method

    The research setting was a Swedish master program on quality improvement and leadership in health and welfare services given by Jönköping University. The first two years of the master program are organized as blended learning (Bonk and Graham, 2006), with lectures and seminars on campus and online seminars. During the third year of the program, the learners were expected to combine theory and practice by applying knowledge from program courses in their everyday jobs. The intention of the program thus was to enable learners to become reflective practitioners (Schön, 2003; Thompson and Thompson, 2008). There were 22 learners enrolled in the master program during the study.

    A survey questionnaire was distributed to the learners online in order to explore their physical locations of learning and study, as well as which tools they used in the settings of home, campus and workplace. Two open-ended questions were added to the survey questionnaire about tools enhancing or making learning more difficult. The items of the questionnaire are presented in the Appendix. The empirical data collected by the questionnaire underwent a simple quantitative analysis, where proportions of tool use in different settings were calculated. The responses to the open survey questions were analyzed and categorized in themes by content analysis.

    Findings

    At campus, learners attended scheduled formalized campus meetings. They also, to a lesser extent, engaged in online seminars in the LMS and in group work. A majority of the learners performed 10% to 20% of their study tasks at campus:

    “I’m only at campus on scheduled campus meetings, never otherwise (learner).”

    Twenty percent of the learners worked with assignments, discussions and chats in the LMS while being at campus. A majority of the learners only engaged in face-to- face lectures, seminars and informal discussions with teachers and fellow learners on campus:

    “Meeting and speaking with the other learners and using paper and pen are my tools on campus (learner).”

    A majority (90%) of the learners performed 70% to 100% of their study tasks at home. 90% of the learners studied literature, participated in online seminars and did assignments at home, while 85% engaged in group work. Assignments in the LMS were the most frequently used tool (100%) while studying at home. 85% of the learners used discussions in the LMS and 50% used chats. Other tools used from home were e-meeting tools (40%), telephone and doodles. Ten percent of the learners did not study at home at all.

    Assignments and discussions in the LMS were the most common tools used from work.

    Different tools can be used in different contexts. At home I can use everything, which is stimulating. At work I can use the LMS when there is time left. The tools give me “freedom in learning” (learner).”

    Chats were used by 50% of the learners. Other tools mentioned by the learners were MP3 players and the traditional tool of ‘paper and pencil’. Ten percent of the learners performed all their study tasks from work. 50% of the learners did not study at work, as they perceived that they had no assigned time or were not allowed to perform study task at their workplace.

    To a limited extent learners participated in online seminars from work with teachers on campus, between important and demanding work tasks:

    “Learner: I’m sorry but have to leave the discussion now. I have to perform an emergency operation.”

    In transcripts from online seminars, there is also evidence of teachers travelling to and from home and campus while moderating the seminars:

    “Teacher: Now I’m back again for real. I’ve been travelling for a while and my Internet connection was a bit shaky on the train.”

    Conclusions

    A multitude of setting and intersections were found in the study, as well as different tools used in different settings. The findings of the study make, in this respect the traditional concepts   of   ‘campus’ and ‘distance education’ obsolete. The findings support Jaldemark’s (2008) conclusion that the practice of higher education has gone through a process of convergence regarding distance, face-to-face and online education, more and more making distance education transforming and merging into online education. When designing blended learning as a mix of campus and online learning, it is particularly important to consciously decide which tasks are to take place on campus and which are to take place online as well as what tools are appropriate in different settings.

     

    References:

    Bonk, C.J. and Graham, C.R. (Eds.) (2006) The Handbook of Blended Learning. Global Perspectives, Local Designs, Pfeiffer, San Fransisco, CA.

    Jaldemark, J. (2008) ‘Changes within the practice of higher education: participating in the educational communication through distance settings’, International Journal of Web Based Communities, Vol. 4, No. 2, pp.173–187.

    Jaldemark, J. (2010) ‘Participation in a boundless activity: computer-mediated communication in Swedish higher education’, PhD thesis, Umeå University, Umeå, Sweden.

    Schön, D.A. (2003) The Reflective Practitioner: How Professionals Think in Action, Ashgate. Publishing, Aldershot.

    Thompson, S. and Thompson, N. (2008). The Critically Reflective Practitioner, Palgrave MacMillan, New York.

     

    Appendix: Survey Questionnaire

    Response alternative of each question is written within brackets.

    1. How many percentages of your studies take place at home? [0%, 10%, 20%, 30%, 40%, 50%, 60%, 70%, 80%, 90%, 100%]

     

    1. What kind of study tasks do you perform at home? [Reading course literature, online seminars in the learning management system (LMS), assignments, group work, other tasks]

    3. How many percentages of your studies take place on campus? [0%, 10%, 20%, 30%, 40%, 50%, 60%, 70%, 80%, 90%, 100%]

    4. What kind of study tasks do you perform on campus? [Reading course literature, online seminars in the LMS, assignments, group work, other tasks]

    5. How many percentages of your studies take place at work? [0%, 10%, 20%, 30%, 40%, 50%, 60%, 70%, 80%, 90%, 100%]

    6. What kind of study tasks do you perform at work? [Reading course literature, online seminars in the LMS, assignments, group work, other tasks]

    7. What tools do you use when studying at home? [Assignments in the LMS, chats in the LMS, discussions in the LMS, e-meeting tools like Adobe Connect and Skype, document sharing tools like Google Docs, other tools]

    8. What tools do you use when studying on campus? [Assignments in the LMS, chats in the LMS, discussions in the LMS, e-meeting tools like Adobe Connect and Skype, document sharing tools like Google Docs, other tools]

    9. What tools do you use when studying at work? [Assignments in the LMS, chats in the LMS, discussions in the LMS, e-meeting tools like Adobe Connect and Skype, document sharing tools like Google Docs, other tools]

    10. Do the tools used in the program contribute to learning? If so, how?

    11. Are there tools used in the program which hinder or make learning difficult? If so, which tools and why?

  • 274.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Cernerud, Lars
    Acceptance of e-learning environments in public health education: A comparative study in Sweden, Norway and Lithuania2007Ingår i: The 29th ASPHER Annual Conference, 2007Konferensbidrag (Refereegranskat)
  • 275.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Cernerud, Lars
    Vasteras City.
    "I need to look my students straight in the face": A case study of academic seminars online2012Ingår i: Hawaii International Conference of Education 2012, 2012Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The academic seminar has, since Socrates, been the core of university culture. With the advent of the educatinal technology of virtual learning environments, opportunities of performing academic seminars online have come into existence. The aim of this study was to explore the perceived advantages and disadvantages of performing academic seminars online. The advantages of online seminars were opportunities of reflection and deep learning provided by asynchronous seminars. Furthermore, students not being able to do themselves full justice in classroom seminars performed better in online seminars. The prominent disadvantage of online seminars was their lack of spontaneous real-time interaction, and lack of clues such as body language, in teacher-learner interaction. Based on the findings of the study, university teachers carefully need to consider the underlying reasons for choosing a classroom seminar or an online seminar, and prepare themselves accordingly.

  • 276.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Cernerud, Lars
    Students' Perceptions of E-learning in University Education2002Ingår i: Journal of Educational Media, ISSN 1358-1651, E-ISSN 1469-9443, Vol. 27, nr 1/2, s. 55-67Artikel i tidskrift (Refereegranskat)
  • 277.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Cernerud, Lars
    Västerås Stad.
    "We have such a beautiful campus!": The Significance of Organisational Culture when Implementing Educational Technology2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    Research objective: Learning management systems (LMS) is an important tool in higher education, in distance learning as well as on campus. The purpose of this study was to analyse factors influencing acceptance learning management systems among academic staff and students in blended learning environments.

    Methodology: The study was performed as a comparative, explanatory case study at three universities providing master education of public health in Sweden, Norway and Lithuania. The three universities implemented similar learning management systems during the same time span. The study was performed from a combined theoretical perspective of technology acceptance theories, diffusion of innovation and organizational learning. Qualitative interviews were performed with academic staff, such as deans, project managers and teachers. A survey questionnaire was distributed to public health master students at the three universities.

    Outcomes: Although the implemented learning management systems were similar and implemented in teaching and learning of the same academic discipline, the implementation strategies and the degree of acceptance of the learning management systems varied significantly between the three universities. The degree of acceptance was high at the Lithuanian university, low at the Swedish university and in between at the Norwegian university. The findings of the case study showed that the contextual factor of organisational culture was powerful in influencing acceptance of learning management systems, positively as well as negatively. The organizational culture of the universities, expressed as shared values of what is good quality teaching and learning, were found to partly oppose values inherent in the learning management systems. At the Swedish university, a strong orientation towards face to face teaching on campus hampered the implementation of the learning management system. At the Norwegian university, the learning management system was perceived as something necessary to survive as an academic institution, but also as a threat to academic freedom. Finally, at the Lithuanian university, the learning management system was perceived as a means of creating new opportunities for the academic institution as, as such, as something inherently good. These findings imply that organizational culture should be considered as a significant factor in implementation of educational technology.

  • 278.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Edenius, Mats
    Institutionen för informatik och Media, Uppsala universitet.
    Lindblad, Staffan
    Karolinska institutet.
    Adopting Proactive Knowledge Use as an Innovation: The Case of a Knowledge Management System in Rheumatology2009Ingår i: Proceedings of the International Conference on Information Systems (ICIS) 2009, 2009Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of the study is to present a tentative framework to explore and investigate the drivers and barriers of adoption of the innovation of proactive knowledge use in connection to a knowledge management system (KMS) in health care. Semi-structured interviews were performed with champion implementers and physicians using the KMS along with a document analysis depicting significant events of the implementation process. The findings from the study suggested that drivers of the innovation were the characteristics of change agents, quality improvement, budget control and knowledge brought to the physician-patient dialogue by the KMS. In particular, there were indications of the KMS facilitating the process of making tacit knowledge explicit in the physician-patient dialogue. Identified barriers towards the innovation were resistance from clinical management, lack of motivation to share knowledge, lack of time and perceived flaws in the interface and compilation of data in the KMS.

  • 279.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Edenius, Mats
    Institutionen för informatik och media, Uppsala universitet.
    Lindblad, Staffan
    Medical Management Centre, Karolinska Institutet.
    Improving health care services in rheumatology by open innovation: A qualitative pre-study2011Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Introduction

    Traditions and organizational culture in health care has appointed the physician as the expert on the patient’s disease with full control of knowledge, treatment and services. In open service innovation, every patient is an expert on his or her disease and should be perceived as such by physicians and professions in health care. Patients with chronic diseases have access to knowledge about the disease from, for example, patient guides on the Internet or patient communities engaging in interaction via social media. Not only should evidence-based knowledge be valued in health care but also patients’ "subjective" experiences from health care services, and effects from treatment and lifestyle changes. Accordingly, the patient should be regarded as a co-designer and innovator of health care services, rather than a passive receiver of attention and care.

    Method

    The purpose of the study is to describe and discuss how principles from open innovation, which are primarily derived from commercial product development, could be applied to open service innovation in non-profit health care organizations. To evaluate the drivers, barriers and prerequisites of such innovation, interviews were performed with two rheumatologists, engaged in a Swedish research project on open innovation in rheumatology care. The data collected by the interviews were analyzed by content analysis.

    Results

    The main driver was considered to be "the empowered patient", with a good knowledge of his or her disease. The barriers to open innovation were the lack of meeting places for patients, a strong local variation in how health care services are delivered, and an organizational culture which not promotes learning and innovations. It is necessary for health care organizations to change their current culture of closed innovation, in the sense that only physicians are regarded to have valid knowledge about patients’ diseases. Other necessary prerequisites for implementing open innovation principles are support from management and structures of financial control which encourage innovations.

    Discussion

    If open innovation principles were implemented today most things in medical practice would change. Hospital and clinic premises would be adapted for interacting with patients, instead of being tailored for performing administrative tasks. Patients would be allowed to speak their mind freely and take up more space than today. Open innovation principles in health care service development would free the power and knowledge of patients. It would also free the power and knowledge of other professions than physicians. It is quite probable that the nurse of the rheumatology clinic has more knowledge about the patient, than the senior professor who perhaps hasn’t met patients in years. Patients hold incredible amounts of specialist knowledge about their chronic disease, and are able to discover and understand things that physicians don’t notice or regard as important. To achieve this goal, the organizational culture of health care need to allow and respect learning about improvement of health care services in the same way as knowledge of biomedical research is allowed and respected. Support from hospital and clinical management, as well as financial incentives is needed promoting in open innovation initiatives.

  • 280.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Edenius, Mats
    Lindblad, Staffan
    Improving health care services in rheumatology by open innovation: A qualitative rewiew2012Konferensbidrag (Övrigt vetenskapligt)
  • 281.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Edenius, Mats
    Institutionen för informatik och media, Uppsala universitet.
    Lindblad, Staffan
    Medical Management Centre, Karolinska Institutet.
    Open innovation in health care services: Challenges and opportunities2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    In Chesbrough’s terminology, health care organisations are so-called “innovation missionaries”, not creating service innovations for profit, but to serve a cause. Traditions and organisational culture in health care has appointed the physician as the expert on the patient’s disease with almost full control of knowledge, treatment and services. In this sense, health care organisations clearly employ closed innovation principles. These principles have only recently been challenged by, for example, the patient empowerment movement, and approaches like evidence-based design and public display of treatment results. We argue that “classic” open innovation principles could be applied also to open service innovation in health care. In the paradigm of open service innovation, every patient is an expert on his or her disease and should be perceived as such by physicians and other professions in health care. Patients have access to knowledge about the disease from, for example, patient guides on the Internet or patient communities engaging in interaction via social media. Not only should evidence-based knowledge be valued in health care but also patients’ idiosyncratic experiences from health care services, and “subjective” effects of treatment and lifestyle changes. Accordingly, the patient should be regarded as a co-designer and innovator of health care services.

    The purpose of the study is to describe and discuss how principles from open innovation, which are primarily derived from commercial product development, could be applied to open service innovation in non-profit health care organisations. To evaluate the opportunities and challenges of such innovation, we conducted interviews with physicians from the medical specialty of rheumatology. The main opportunity of open innovation was considered to be the abilities of “the empowered patient”, with a good knowledge of his or her disease. Challenges to open innovation were the lack of meeting places for patients, inertia in local health care service delivery, and an organisational culture which not promotes learning and innovations. From now on, there is an opportunity for health care organisations to change their current culture of closed innovation, implying that only physicians have valid knowledge about patients’ diseases. However, necessary prerequisites for implementing open innovation principles are support from management and structures of financial control which encourage innovations.

  • 282.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Edenius, Mats
    Institutionen för informatik och media, Uppsala universitet.
    Lindblad, Staffan
    Medical Management Center, Karolinska Institutet.
    Open service innovation in health care: What can we learn from open innovation communities?2012Ingår i: Managing open innovation technologies / [ed] Eriksson Lundström, J. S. Z., Wiberg, M., Hrastinski, S., Edenius, M. & Ågerfalk, P. J., Berlin: Springer Berlin/Heidelberg, 2012, s. 239-251Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The purpose of the chapter is to describe and discuss how principles from open innovation, which are primarily derived from commercial product development, could be applied to open service innovation in non-profit health care organisations. To evaluate the drivers, barriers and prerequisites of such innovation, we performed an explorative study consisting of interviews with two rheumatologists, engaged in a Swedish research project on open innovation in health care. According to the interviews, the main driver was considered to be “the empowered patient”, holding a good knowledge of his or her disease. Barriers to open innovation were the lack of meeting places for patients, a strong local variation in how health care services are delivered, and an organisational culture which does not promote learning and innovations. It is necessary for health care organisations to change their current culture of closed innovation, implying that only physicians have valid knowledge about patients’ diseases. Other necessary prerequisites for implementing open innovation principles are support from management and structures of financial control which encourage innovations. This explorative study is, to the best of our knowledge, the first to combine principles of open innovation and health care services.

  • 283.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Gäre, Klas
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Edenius, Mats
    Institutionen för informatik och media, Uppsala universitet.
    Lindblad, Staffan
    Karolinska institutet.
    Designing for Complex Innovations in Health Care: Design Theory and Realist Evaluation Combined2009Ingår i: Proceedings of DESRIST '09 the 4th International Conference on Design Science Research in Information Systems and Technology 2009 in Malvern, PA, USA, ACM , 2009Konferensbidrag (Refereegranskat)
    Abstract [en]

    Innovations in health care are often characterized by complexity and fuzzy boundaries, involving both the elements of the innovation and the organizational structure required for a full implementation. Evaluation in health care is traditionally based on the collection and dissemination of evidence-based knowledge stating the randomized controlled trial, and the quasi-experimental study design as the most rigorous and ideal approaches. These evaluation approaches capture neither the complexity of innovations in health care, nor the characteristics of the organizational structure of the innovation. As a result, the reasons for innovations in health care not being disseminated are not fully explained. The aim of the paper is to present a design – evaluation framework for complex innovations in health care in order to understand what works for whom under what circumstances by combining design theory and realist evaluation. The framework is based on research findings of a case study of a complex innovation, a health care quality register, in order to understand underlying assumptions behind the design of the innovation, as well as the characteristics of the implementation process. The design - evaluation cycle is hypothesized to improve the design and implementation of complex innovation by using program/kernel theories to develop design propositions, which are evaluated by realistic evaluation, resulting in further refinement of program/kernel theories. The goal of the design – evaluation cycle is to provide support to implementers and practitioners in designing and implementing complex innovations in health care. As a result, the design – evaluation cycle could provide opportunities of improving dissemination of complex innovations in health care.

  • 284.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Gäre, Klas
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Edenius, Mats
    Institutionen för informatik och media, Uppsala universitet.
    Lindblad, Staffan
    Media Management Centre, Karolinska Institutet.
    Innovations in health care: Design theory and realist evaluation combined2010Övrigt (Övrigt vetenskapligt)
    Abstract [en]

    Innovations in health care are often characterized by complexity and fuzzy boundaries, involving both the elements of the innovation and the organizational structure required for a full implementation. Evaluation in health care is traditionally based on the collection and dissemination of evidence-based knowledge stating the randomized controlled trial, and the quasi-experimental study design as the most rigorous and ideal approaches. These evaluation approaches capture neither the complexity of innovations in health care, nor the characteristics of the organizational structure of the innovation. As a result, the reasons for innovations in health care not being disseminated are not fully explained. The aim of the paper is to present a design-evaluation framework for complex innovations in health care in order to understand what works for whom under what circumstances combining design theory and realist evaluation. The framework is based on research findings of a case study of a complex innovation, a health care quality register, in order to understand underlying assumptions behind the design of the innovation, as well as the characteristics of the implementation process. The design-evaluation cycle is hypothesized to improve the design and implementation of complex innovation by using program/kernel theories to develop design principles, which are evaluated by realistic evaluation, resulting in further refinement of program/kernel theories. The goal of the design-evaluation cycle is to provide support to implementers and practitioners designing and implementing complex innovations in health care, for improving dissemination of complex innovations.

  • 285.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Haftor, Darek
    Uppsala University.
    Rapp, Birger
    IMIT.
    Sundberg, Klas
    Agil projektledning: Något för alla eller bara för några?2017Ingår i: Management of Innovation and Technology, nr 4, s. 2s. 5-6Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 286.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Hrastinski, Stefan
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Do Learning Styles Matter in Online Education?2007Ingår i: Principles of Effective Online Teaching: A Handbook for Educators Developing E-Learning, Santa Rosa, California: Informing Science Press , 2007, s. 121-135Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 287.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Hrastinski, Stefan
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Informating up or down in interactive learning environments2007Ingår i: CFP Interaction Design in Pedagogical Practice Workshop 2007, 2007Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 288.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Hrastinski, Stefan
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Learning styles, age and perceptions of online discussions2006Ingår i: Proceedings of the 5th European Conference on elearning, 2006, s. 200-207Konferensbidrag (Refereegranskat)
  • 289.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Hrastinski, Stefan
    The use of e-learning in higher education: Towards a notion of digital literacy of university teachers2008Ingår i: Proceedings of Ed-Media 2008, World Conference on Educational Multimedia, Hypermida & Telecommunications, Charlottesville, Va.: Association for the Advancement of Computing in Education , 2008, s. 2417-2424Konferensbidrag (Refereegranskat)
    Abstract [en]

    To make e-learning in higher education truly interactive, it is our assumption that teachers will have to rethink their pedagogical practice and move from the traditional notion of objectivist instructional design to a constructivist pedagogical practice, creating learning communities of inquiry. Drawing on this notion, we define digital literacy of university teachers as “the ability to create online learning communities enabling cognitive and social presence.” This could be accomplished by creating learning communities of inquiry. The article describes the characteristics of learning communities of inquiry and presents findings from a study depicting current pedagogical practice in university online education. The findings of the study show that university teachers seem to lack confidence in their role as creators of learning communities and prefer objectivist instructional design as their prevalent pedagogical practice. Finally, conclusions and implications for practice in order to achieve a higher level of digital literacy among university teachers are suggested.

  • 290.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Hrastinski, Stefan
    Institutionen för informatik och media, Uppsala universitet.
    Towards Digitally Literate University Teachers2009Ingår i: Tidsskriftet Digital kompetanse, ISSN 0809-6724, E-ISSN 0809-714X, Vol. 4, nr 2, s. 104-115Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    It is challenging for university teachers to adopt constructivist pedagogical practices and to make e-learning interactive. Drawing on this challenge, one possible definition of digital literacy of university teachers could be “the ability to create online learning communities enabling cognitive and social presence”. This particular form of digital literacy could be accomplished by creating learning communities of inquiry. This article describes the characteristics of learning communities of inquiry and presents findings from a study depicting current pedagogical practice in university online education. The findings show that many teachers at the examined universities seemed to lack confidence in their role as creators of learning communities and often adopted objectivist instructional design practices. Finally, conclusions and implications for practice in order to achieve learning communities of inquiry are suggested.

  • 291.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Hrastinski, Stefan
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Carlsson, Sven
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Students' acceptance of e-learning environments: A comparative study in Sweden and Lithuania2007Ingår i: European Conference on Information Systems, 2007Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper presents findings from an ongoing cross-cultural study exploring the implementation of e-learning environments in higher education in Sweden and Lithuania. The aim of the study was to explore factors affecting students’ acceptance and use of e-learning. A questionnaire was developed based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Innovation Diffusion Theory (IDT). Data was collected from 67 master students in public health education in Sweden and Lithuania. Lithuanian students were found to experience a substantially higher degree of acceptance of e-learning environments than Nordic students at the Swedish university. Rate of use, time spent on use and confidence in computer use affected acceptance of the e-learning environment positively at the Swedish university. At the Lithuanian university, previous knowledge of computer use affected acceptance in a positive way. Lithuanian male students experienced a lower degree of perceived usefulness of the e-learning environment than Lithuanian female students. The findings of the study suggest that cultural and organisational factors are important to consider in explaining students’ acceptance of e-learning environments as well as being important in implementation strategy and tactics.

  • 292.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Hrastinski, Stefan
    Institutionen för informationsvetenskap, Uppsala universitet.
    Lövstål, Eva
    Blekinge Tekniska Högskola.
    Akademi och praktik möttes kring öppen programvara och agila metoder2009Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 293.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Lindh, Jörgen
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Framgångsfaktorer för utbildning på nätet2011Ingår i: Mer om nätbaserad utbildning: Fördjupning och exempel / [ed] Stefan Hrastinski, Lund: Studentlitteratur , 2011, 1, s. 31-52Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 294.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Lindh, Jörgen
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Hrastinski, Stefan
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    E-learning use in higher education: The impact of organisational factors2007Ingår i: 6th European Conference on e-Learning, 2007Konferensbidrag (Refereegranskat)
  • 295.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Lindh, Jörgen
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Hrastinski, Stefan
    Casanovas, Ines
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Fernandez, Gladys
    Does national culture matter in e-learning implementation?2008Ingår i: Proceedings of Ed-Media 2008, World Conference on Educational Multimedia, Hypermida & Telecommunications, Charlottesville, Va.: Association for the Advancement of Computing in Education , 2008, s. 3796-3798Konferensbidrag (Refereegranskat)
    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.

  • 296.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Lindh, Jörgen
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Hrastinski, Stefan
    Institutionen för informationsvetenskap, Uppsala universitet.
    Casanovas, Inés
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Fernandez, Gladys
    National Technological University of Argentina.
    The impact of national culture on e-learning implementation: A comparative study of an Argentinean and a Swedish University2009Ingår i: Educational Media International, ISSN 0952-3987, E-ISSN 1469-5790, Vol. 46, nr 1, s. 67-80Artikel i tidskrift (Refereegranskat)
    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.

  • 297.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Stevenson, Katherine
    Högskolan i Jönköping, Hälsohögskolan, HHJ. Kvalitetsförbättring och ledarskap inom hälsa och välfärd.
    Participation in blended learning: Settings and intersections of a master programme in healthcare2012Ingår i: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 8, nr 4, s. 504-520Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines educational settings, intersections and participation in a master programme in healthcare given as blended learning. Regarding communication between learners and teachers dialogical intersections were found between campus and home as well as between campus and work. Furthermore, not only learners but also teachers worked from other physical locations than campus. In communication between learners, dialogical intersections were found between home and campus, work and campus, and between home settings. Discussion and assignment tools were used in other settings than campus and were found to enhance learning and reflection by learners. Communication patterns in synchronous and asynchronous online seminars were characterised by a high share of communication between learners. However, the share of teachers’ postings increased in online seminars devoted to support on course content from expert teachers. The article is concluded with implications of the findings for planning and structuring of blended learning.

  • 298.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Wass, Sofie
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Zetterlind, Madelene
    Högskolan i Jönköping, Tekniska Högskolan, JTH, Industriell organisation och produktion.
    Ghassemali, Ehsan
    Högskolan i Jönköping, Tekniska Högskolan, JTH, Material och tillverkning.
    Seifeddine, Salem
    Högskolan i Jönköping, Tekniska Högskolan, JTH, Material och tillverkning.
    Teacher roles in a blended learning materials engineering master program: "It's not a new role, it's a new way!"2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    Engineering education are characterized by laboratories, mathematical foundations and design tools. These pillars of engineering education do not seem to be ideal for online education as the field lags behind other fields in adopting online education. Laboratories are for instance hard to implement online due to the need of direct operation of instruments. Likewise, course materials requiring use of mathematics have traditionally not been as easy to implement as topics that require only text-based instructions (Bourne et al., 2005). Real laboratory sessions have also shown to be more motivated for engineering students than virtual simulations (Stefanovic, 2013). In spite of this, there are increasing evidence of use of blended and online learning in engineering education. For example, online self-study environment to supplement the classroom instruction in engineering courses in graphical communication (Sun et al., 2014), virtual laboratories and simulation environments (Balamuraithara & Woods, 2007; Bourne et al., 2005) and online platforms for developing learning networks for global engineering (Meikleham et al. 2015). The School of Engineering at Jönköping University, the Swedish foundry association, the research institute Swerea/SWECAST and twelve foundry industries cooperate to develop a blended learning one-year master program in product development in materials and manufacturing. As previously performed courses have been given on campus, teachers needed to take on new roles as blended learning teachers. In this paper, we present the initial results from a study that aims to investigate the perceived roles of university teachers in a blended learning materials engineering master program.

  • 299.
    Keller, Christina
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Zetterlind, Madelene
    Högskolan i Jönköping, Högskolebiblioteket.
    Interaktiv Antiplagieringsguide2012Ingår i: NU 2012: Gränslöst lärande, 2012Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Den vanligaste orsaken till att studenter vid svenska lärosäten blir föremål för disciplinåtgärder under de senaste åren är plagiering. Under 2009 hände detta 303 studenter, varav 244 avstängdes (Högskoleverket, 2010). Internationella studier tyder på att det mest effektiva medlet för att undvika plagiering är att anta en helhetssyn på problemet genom att förmedla goda akademiska värdegrunder och vetenskaplig hederlighet hellre än att fokusera på disciplinära åtgärder (Macdonald & Carroll, 2006). Studenterna behöver också, under hela sin utbildning, ha tillgång till information om vad som är tillåtet när det gäller referenser till och citering av andras texter.

    Under 2009 inleddes ett pedagogiskt projekt vid Högskolan i Jönköping med syfte att utveckla en så kallad interaktiv anti-plagieringsguide för skolans studenter. I utvecklingen medverkade personal från Resurscentrum för flexibelt lärande, högskolebiblioteket, sektionen för rättsvetenskap, sektionen för media och kommunikation samt representanter för studentkåren. Guiden är utvecklad på svenska och engelska som en kurs i sex olika moduler. Varje modul består av filmer, länkar, övningar och ett självrättande interaktivt test. Kursens moduler har följande innehåll:

    1. Introduktion till akademiska värdegrunder
    2. Vad är plagiering?
    3. Hur upptäcks plagiering?
    4. Hur undviker jag plagiering?
    5. Vad händer om jag plagierar?
    6. Fler akademiska uppförandekoder

    Från och med vårterminen 2012 har samtliga studenter vid Högskolan i Jönköping under hela sin studietid tillgång till den interaktiva anti-plagieringsguiden genom lärplattformen Pingpong. Guiden är också tillgänglig för andra via högskolans öppna sidor i Pingpong.

    För att stödja implementering anordnas workshops för lärare där goda exempel på användning och uppföljning i kurser sprids. Målet med workshoparna är att anti-plagiatguiden skall ingå som en naturlig del i undervisning och handledning under metod- och uppsatskurser. Studenter kan också, med hjälp av guiden, repetera kunskaper om referenshantering och om hur plagiering undviks när de behöver det. Genom guiden förflyttas fokus i arbetet mot plagiering från kontroll och bestraffning till en naturlig del av undervisning och handledning i de kurser där studenter övar och tillämpar akademiskt skrivande.

    Referenser

    Högskoleverket. (2010). Disciplinärenden 2009 vid svenska lärosäten. Rapport 2010:11 R. Stockholm: Högskoleverket.

    Macdonald, R. & Carroll, J. (2006). Plagiarism – a complex issue requiring an holistic approach. Assessment & Evaluation in Higher Education, 31(2), 233-245.

  • 300.
    Kfutwa, Fukah
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Motivational Factors for Growth in Small and Medium Sized Enterprises (SMEs): Information Technology Perspective2007Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    Small and Medium Size Enterprises (SMEs) constitute the backbone of many economies in the world today. This is because they are creating new jobs and contributing positively to their respective economies in which Sweden is not an exception and par-ticularly the municipality of Jonkoping. SMEs invest in IT to gain access to integration of transactions oriented data and business processes.

    This thesis, motivational factors for growth in SMEs – (IT perspective) give an overview of how SMEs grow as a result of the introduction and implementation of IT. Information Technology (IT) is seen to be a motivational factor for the growth of SMEs. This is because it acts like an enabler to their businesses and the current business environment.

    To answer the research question, I conducted an empirical study of some companies in Jonkoping that are using IT as a motivational factor for growth. Interviews were con-ducted through the use of a structured questionnaire and to a lesser extent, unstructured questionnaire.

    Results from studies portrayed that, these companies introduced and implemented IT as a motivational factor for similar reasons though with different objectives.

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