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Mukamurenzi, S., Grönlund, Å. & Islam, M. S. (2018). Challenges in Implementing Citizen-centric e-Government Services in Rwanda. Electronic Government, an International Journal
Open this publication in new window or tab >>Challenges in Implementing Citizen-centric e-Government Services in Rwanda
2018 (English)In: Electronic Government, an International Journal, ISSN 1740-7494, E-ISSN 1740-7508Article in journal (Refereed) Accepted
Abstract [en]

Electronic government (e-government) faces challenges impeding its successful implementation. In the least developed countries, where e-government initiatives are developing but little research is done, it is difficult to know how to move forward with the development. As a contribution to increased knowledge, this study identifies e-government challenges in Rwanda. To this end, the study takes an interpretive approach and, from interviews and document analysis, identifies key e-government challenges. Those challenges include lack of a change management strategy, limited cooperation, language and literacy barriers, incomplete automation, difficulties with system integration, and a lack of intermediaries' management mechanisms. This paper analyses the challenges service providers would have to manage for e-government to improve and informs policymakers of the areas that need their attention for Rwanda to evolve towards the desired e-government. The study contributes to the yet scarce literature of e-government in Rwanda.

Place, publisher, year, edition, pages
InderScience Publishers, 2018
Keywords
challenges, citizen-centric e-government, developing country, digital government, East Africa, electronic government, e-government development, e-government services, Rwanda
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:oru:diva-70148 (URN)10.1504/EG.2019.10016243 (DOI)
Available from: 2018-11-12 Created: 2018-11-12 Last updated: 2018-11-13Bibliographically approved
Grönlund, Å. & Wiklund, M. (2018). Det digitala lärandets möjligheter: Att leda den digitala skolan. Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Det digitala lärandets möjligheter: Att leda den digitala skolan
2018 (Swedish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2018. p. 120
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-68786 (URN)978-91-51-10112-5 (ISBN)
Available from: 2018-09-06 Created: 2018-09-06 Last updated: 2018-09-07Bibliographically approved
Twizeyimana, J. D., Larsson, H. & Grönlund, Å. (2018). E-government in Rwanda: Implementation, Challenges and Reflections. Electronic Journal of e-Government, 16(1), 19-31
Open this publication in new window or tab >>E-government in Rwanda: Implementation, Challenges and Reflections
2018 (English)In: Electronic Journal of e-Government, ISSN 1479-439X, E-ISSN 1479-439X, Vol. 16, no 1, p. 19-31Article in journal (Refereed) Published
Abstract [en]

E‑government is currently high on the agenda in many developing countries (DCs). While e‑government is well‑established in many developed countries it is new to least developed countries. Countries that start implementing e‑government today can benefit from easy import of modern technologies, but adaptation to local conditions and the organizational change that is required cannot be imported, but must be developed at home. By using examples of an ongoing initiative by the Government of Rwanda to digitalize all G2C and G2B into a single window platform, the current study investigated the important challenges in the implementation of e‑government in Rwanda. An interpretive case study was followed. Data was collected through interviews and participatory observations during August to December 2015. Data analysis was inductive, the analysis method was content analysis, and the coding followed open‑coding. NVivo software has been used to handle data and facilitate the analysis. The study found six overarching categories of aspects that challenge a successful implementation of e‑government in Rwanda. They include information infrastructure for e‑government, social inclusion, governance, management, trust in the new system, and languages. However, challenges to e‑government implementation should not be taken as of the same extent, neither their degree of mitigation. Rather, they influence and are influenced by various contextual factors which include political support, nature of the e‑government project, implementation strategies, human and socio‑economic development, existing information infrastructure, and operational capabilities. Having said this, we also argue that countries should learn from one another of their experiences, success stories, and mistakes. Despite a number of associated challenges, the adopted public‑private partnership (PPP) approach to e‑Government implementation in Rwanda might indeed seem as a suitable catalyst for e‑government success in the country.

2.5.0.0

Place, publisher, year, edition, pages
UK: Academic Conferences Limited, 2018
Keywords
information infrastructure, e-government, implementation, public-private partnership (PPP), least developed countries (LDCs), sub-Saharan Africa, Rwanda
National Category
Electrical Engineering, Electronic Engineering, Information Engineering
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-70165 (URN)
Projects
E-Government Implementation in Rwanda: the value and context
Note

2.5.0.0

Available from: 2018-11-13 Created: 2018-11-13 Last updated: 2018-11-14Bibliographically approved
Grönlund, Å., Wiklund, M. & Böö, R. (2018). No name, no game: Challenges to use of collaborative digital textbooks. Education and Information Technologies: Official Journal of the IFIP technical committee on Education, 23(3), 1359-1375
Open this publication in new window or tab >>No name, no game: Challenges to use of collaborative digital textbooks
2018 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 23, no 3, p. 1359-1375Article in journal (Refereed) Published
Abstract [en]

Collaborative digital textbooks – comprehensive materials covering entire curriculums – are developing from being books in pdf format to becoming collaborative digital environments where teachers and students can communicate, engage in feedback and discussions, share and manipulate materials, test knowledge, and monitor results. This study investigates how these digital environments are used in school practice: How are the collaborative tools used to improve learning? Thirteen seventh- and eighth-grade classes, 370 students and 30 teachers in five Swedish secondary schools, were investigated over 1,5 years by means of questionnaires, classroom observations and interviews with teachers and students. Here, questionnaire results are presented, while observations and interviews serve to provide contextual insights. Collaborative tools were very little used; often teachers and students were not even aware of their existence. Most use was individual, students were left alone with the digital material. Students read or listened to the text and did not actively engage in learning by e.g. making notes or marking text. Most teachers did not use the material actively to help students understand and learn, most did not even check student results on automated tests. We conclude that the teachers have not incorporated the new, collaborative design of the digital textbook into their thinking regarding tools for teaching and learning and still regard it as a static book. This suggests that making full use of digital tools requires new ways of thinking of teaching, and that it takes more than providing digital tools to achieve this end.

Place, publisher, year, edition, pages
New York, USA: Springer, 2018
Keywords
Cooperative/collaborative learning, Secondary education, Improving classroom teaching, Interactive learning environments, Pedagogical issues
National Category
Pedagogy
Research subject
Education; Computer Science
Identifiers
urn:nbn:se:oru:diva-63397 (URN)10.1007/s10639-017-9669-z (DOI)000430495700019 ()2-s2.0-85034578308 (Scopus ID)
Available from: 2017-12-18 Created: 2017-12-18 Last updated: 2018-05-08Bibliographically approved
Nhavoto, J. A., Grönlund, Å. & Klein, G. O. (2017). Mobile health treatment support intervention for HIV and tuberculosis in Mozambique: Perspectives of patients and healthcare workers. PLoS ONE, 12(4), Article ID e0176051.
Open this publication in new window or tab >>Mobile health treatment support intervention for HIV and tuberculosis in Mozambique: Perspectives of patients and healthcare workers
2017 (English)In: PLoS ONE, ISSN 1932-6203, E-ISSN 1932-6203, Vol. 12, no 4, article id e0176051Article in journal (Refereed) Published
Abstract [en]

Background: Studies have been conducted in developing countries using SMS to communicate with patients to reduce the number of missed appointments and improve retention in treatment, however; very few have been scaled up. One possible reason for this could be that patients or staff are dissatisfied with the method in some way. This paper reports a study of patients' and healthcare workers' (HCW) views on an mHealth intervention aiming to support retention in antiretroviral therapy (ART) and tuberculosis (TB) treatment in Mozambique.

Methods: The study was conducted at five healthcare centres in Mozambique. Automated SMS health promotions and reminders were sent to patients in a RCT. A total of 141 patients and 40 HCWs were interviewed. Respondents rated usefulness, perceived benefits, ease of use, satisfaction, and risks of the SMS system using a Likert scale questionnaire. A semi-structured interview guide was followed. Interviews were transcribed and thematic analysis was conducted.

Results: Both patients and HCW found the SMS system useful and reliable. Most highly rated positive effects were reducing the number of failures to collect medication and avoiding missing appointments. Patients' confidence in the system was high. Most perceived the system to improve communication between health-care provider and patient and assist in education and motivation. The automatic recognition of questions from patients and the provision of appropriate answers (a unique feature of this system) was especially appreciated. A majority would recommend the system to other patients or healthcare centres. Risks also were mentioned, mostly by HCW, of unintentional disclosure of health status in cases where patients use shared phones.

Conclusions: The results suggest that SMS technology for HIV and TB should be used to transmit reminders for appointments, medications, motivational texts, and health education to increase retention in care. Measures must be taken to reduce risks of privacy intrusion, but these are not a main obstacle for scaling up systems of this kind.

Place, publisher, year, edition, pages
Public Library of Science, 2017
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:oru:diva-57686 (URN)10.1371/journal.pone.0176051 (DOI)000399875200064 ()28419149 (PubMedID)2-s2.0-85017624472 (Scopus ID)
Available from: 2017-05-17 Created: 2017-05-17 Last updated: 2017-11-29Bibliographically approved
Asiimwe, E. N., Grönlund, Å. & Hatakka, M. (2017). Practices and challenges in an emerging m-learning environment. ijEDict - International Journal of Education and Development using Information and Communication Technology, 13(1), 103-122
Open this publication in new window or tab >>Practices and challenges in an emerging m-learning environment
2017 (English)In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 13, no 1, p. 103-122Article in journal (Refereed) Published
Abstract [en]

This study reports an interpretative case study investigating practices and challenges in an emerging m-learning environment at Makerere University in Uganda. The research was part of the MobiClass pilot project. Data was collected by means of observations and interviews with teachers and various m-learning support staff, including teacher trainers, systems administrators and a software developer. The Framework for Rational Analysis of Mobile Education (FRAME) is used as an analytic framework. The research focuses on how learning content management systems (LCMS) are implemented and used for m-learning purposes. We observed teacher training and m-learning content development practices and found that teacher skills for developing educational content, institutional m-learning policies and training programs are crucial success factors. The main finding is the importance of the support staff; it takes a long time to implement new technology and change teaching practices, support staff is needed to manage, inspire and support student and teachers.

Place, publisher, year, edition, pages
Bridgetown, Barbados: University of the West Indies Press, 2017
Keywords
M-learning, Emerging M-learning Environments, M-learning Content Management Systems, Instructional Design, Framework for Rationale Analysis of Mobile Education
National Category
Information Systems, Social aspects
Research subject
Complex Systems – Microdata Analysis, General Microdata Analysis - others
Identifiers
urn:nbn:se:oru:diva-66432 (URN)
Available from: 2018-04-10 Created: 2018-04-10 Last updated: 2018-08-16Bibliographically approved
Mutimukwe, C., Kolkowska, E. & Grönlund, Å. (2017). Trusting and Adopting E-Government Services in Developing Countries?: Privacy Concerns and Practices in Rwanda. In: M. Janssen et al. (Ed.), LNCS 10428 proceedings: . Paper presented at Electronic Government 16th IFIP WG 8.5 International Conference, EGOV 2017, St. Petersburg, Russia, September 4-7, 2017 (pp. 324-335). Springer Berlin/Heidelberg, 10428
Open this publication in new window or tab >>Trusting and Adopting E-Government Services in Developing Countries?: Privacy Concerns and Practices in Rwanda
2017 (English)In: LNCS 10428 proceedings / [ed] M. Janssen et al., Springer Berlin/Heidelberg, 2017, Vol. 10428, p. 324-335Conference paper, Published paper (Refereed) [Artistic work]
Place, publisher, year, edition, pages
Springer Berlin/Heidelberg, 2017
Series
Lecture Notes in Computer Science
National Category
Other Social Sciences
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-59153 (URN)10.1007/978-3-319-64677-0_27 (DOI)
Conference
Electronic Government 16th IFIP WG 8.5 International Conference, EGOV 2017, St. Petersburg, Russia, September 4-7, 2017
Available from: 2017-08-22 Created: 2017-08-22 Last updated: 2018-08-01Bibliographically approved
Viberg, O. & Grönlund, Å. (2017). Understanding students' learning practices: challenges for design and integration of mobile technology into distance education. Learning, Media & Technology, 42(3), 357-377
Open this publication in new window or tab >>Understanding students' learning practices: challenges for design and integration of mobile technology into distance education
2017 (English)In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 42, no 3, p. 357-377Article in journal (Refereed) Published
Abstract [en]

This study explores the design requirements for mobile applications for second language learning in online/distance higher education settings. We investigate how students use technology and how they perceive that these technologies-in-practice facilitate their language learning. Structuration Theory is used for the analysis. Results show that design needs to consider that (i) students use their private mobile technologies frequently when conducting self-initiated learning tasks, (ii) students’ mobile technologies-in-practice are important, and course designers should design materials and tools for such use practices, and (iii) students prefer to work on their own due to the limited time they want to devote to their learning. Consequently, in regard to the pervasive nature of mobile technology integration in society and into students’ habitual use, they need various software tools on such devices to support individual learning.

Place, publisher, year, edition, pages
Routledge, 2017
Keywords
mobile-assisted language learning, mobile applications, technology-in-practice, structurational analysis, design
National Category
Information Systems, Social aspects
Research subject
Informatics; Education
Identifiers
urn:nbn:se:oru:diva-46028 (URN)10.1080/17439884.2016.1088869 (DOI)000415927800008 ()2-s2.0-84945231456 (Scopus ID)
Available from: 2015-10-06 Created: 2015-10-06 Last updated: 2017-12-07Bibliographically approved
Islam, M. S. & Grönlund, Å. (2016). An international literature review of 1:1 computing in schools. Journal of educational change, 17(2), 191-222
Open this publication in new window or tab >>An international literature review of 1:1 computing in schools
2016 (English)In: Journal of educational change, ISSN 1389-2843, E-ISSN 1573-1812, Vol. 17, no 2, p. 191-222Article in journal (Refereed) Published
Abstract [en]

This paper is based on a systematic literature review relevant to classroom integration of computer technologies in schools. The purpose of this review is to gain an accumulated view of uses, impacts and implementations of 1:1 computing initiatives for school children. Unlike previous reviews this study is not limited to certain countries or certain technologies. It includes any devices used in 1:1 computing (not just the PC), and schools worldwide. The paper investigates the themes being researched regarding 1:1 use in schools as well as exhibits some which are not yet being researched but should be important to investigate. The study finds mixed results including positive, negative and no-effects. The findings of this review are expected to be useful both for academics as well as policy makers for gaining insights for further research and successful educational policy reforms.

Place, publisher, year, edition, pages
Springer Netherlands, 2016
Keywords
one-to-one computing, cooperative/collaborative learning, classroom technology integration, teaching/learning strategies
National Category
Information Systems, Social aspects
Research subject
Informatics; Education
Identifiers
urn:nbn:se:oru:diva-39168 (URN)10.1007/s10833-016-9271-y (DOI)000407856100004 ()2-s2.0-84969988693 (Scopus ID)
Available from: 2014-11-28 Created: 2014-11-28 Last updated: 2017-12-21Bibliographically approved
Agélii Genlott, A. & Grönlund, Å. (2016). Closing the gaps: Improving literacy and mathematics by ict-enhanced collaboration. Computers and education, 99, 68-80
Open this publication in new window or tab >>Closing the gaps: Improving literacy and mathematics by ict-enhanced collaboration
2016 (English)In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 99, p. 68-80Article in journal (Refereed) Published
Abstract [en]

Literacy and mathematics are necessary skills that for different reasons unfortunately not everybody acquires sufficiently. In OECD countries there is also a gender gap; boys lag behind girls in literacy but often outperform girls in mathematics (OECD, 2012). ICT (Information and communication technologies) may contribute useful tools to address both these problems but in order to effectively create better educational conditions there is yet a need to develop effective methods that combine ICT with key factors for learning. This research contributes to this by measuring effects of the “Write to Learn” (WTL) method. WTL lets children from 1st grade use several ICT tools to write texts and subsequently discuss and refine them together with classmates and teachers using digital real-time formative feedback and assessment. The central learning factor addressed, in mathematics as well as in literacy, is the written communication allowing the learners to interact with peers and teachers. WTL draws on methods from socio-cultural theory, including continuous social interaction and written real-time formative feedback among peers, using shared electronic forums for collaboration, thereby providing social meaning and increased learning of literacy and mathematics, among both boys and girls.

The study uses quantitative methods and two control groups, one using traditional method (no ICT) and one using technology individually (without integrated social interaction and formative feedback), to compare results from 502 students in grade 3 national tests in mathematics and literacy. WTL yields by far best results; higher average score both in literacy and mathematics, smaller gender gap, and significantly better results for the under-achievers. The ITU method performs worst, which shows that ICT use must be well integrated into the pedagogy to be useful.

Place, publisher, year, edition, pages
Elsevier, 2016
Keywords
literacy/mathematics; collaborative learning;ICT; formative feedback/assessment; gender gap
National Category
Pedagogy Computer Sciences
Research subject
Education; Computer Science
Identifiers
urn:nbn:se:oru:diva-49861 (URN)10.1016/j.compedu.2016.04.004 (DOI)000376801800006 ()2-s2.0-84964902311 (Scopus ID)
Note

Funding Agency:

Örebro University

Available from: 2016-04-18 Created: 2016-04-18 Last updated: 2018-01-10Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3713-346X

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