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Publications (10 of 178) Show all publications
Grönlund, Å. (2023). From national digital strategy to local practice: A leadership challenge. In: Sara Willermark; Anders D. Olofsson; J. Ola Lindberg (Ed.), Digitalization and Digital Competence in Educational Contexts: A Nordic Perspective from Policy to Practice (pp. 41-54). Routledge
Open this publication in new window or tab >>From national digital strategy to local practice: A leadership challenge
2023 (English)In: Digitalization and Digital Competence in Educational Contexts: A Nordic Perspective from Policy to Practice / [ed] Sara Willermark; Anders D. Olofsson; J. Ola Lindberg, Routledge, 2023, p. 41-54Chapter in book (Other academic)
Abstract [en]

The 2017 Swedish national strategy for school digitalization (NDS) assigns the responsibility for digitalization to school management. It requires them to provide the necessary preconditions, means, and resources, for an education built on 'scientific ground and proven experience' and conducive to increased student learning and equivalence. To that end, national resources have been developed to support schools in connecting with research, responsibilities have been distributed strategically across the levels of the management hierarchy, and the School Inspectorate (SI) has developed new evaluation to monitor how principals and school organizers organize and lead a sustainable development work to pursue digitalization in education. The Swedish school is operated by a large number of organizers, public and private, and schools work in disparate environments and under very disparate conditions. Hence, implementation of the new policy across the country requires cooperation among multiple actors. The NDS was operational for years 2017-2022, and a successor for 2023-2027 is proposed but not yet decided. Based mainly on SI reports, this chapter discusses the impact of the new policy on school practice so far and raises some issues regarding the sustainability of the quite comprehensive change the policy envisions.

Place, publisher, year, edition, pages
Routledge, 2023
Series
Routledge research in digital education and educational technology
National Category
Educational Sciences Information Systems, Social aspects
Identifiers
urn:nbn:se:oru:diva-110223 (URN)10.4324/9781003355694-6 (DOI)2-s2.0-85176886803 (Scopus ID)9781003355694 (ISBN)9781032409863 (ISBN)
Available from: 2023-12-14 Created: 2023-12-14 Last updated: 2023-12-14Bibliographically approved
Viberg, O., Grönlund, Å. & Andersson, A. (2023). Integrating digital technology in mathematics education: A Swedish case study. Interactive Learning Environments, 31(1), 232-243
Open this publication in new window or tab >>Integrating digital technology in mathematics education: A Swedish case study
2023 (English)In: Interactive Learning Environments, ISSN 1049-4820, E-ISSN 1744-5191, Vol. 31, no 1, p. 232-243Article in journal (Refereed) Published
Abstract [en]

Integrating digital technology in education is challenging. This study reports on three high school mathematics classes where teachers attempted to improve their teaching and student learning by using a digital tool. For analysis we use the Information System Artifact model Lee et al. (2015) which distinguishes between three integrated sub-artifacts, the technological, the informational and the social and the Structurational Practice Lens to educational technology Halperin (2017). Using interviews and observations we find the major obstacle for student learning is a less developed social artifact. Students have difficulties using the tool effectively when teachers do not work to develop shared practices in technology use. When teachers do not themselves use the tool actively, they do not fully understand how students can learn from it, neither can they help them in synthesizing teacher- and tool instructions. Students end up having "two masters" competing rather than integrated teacher instruction and technology assistance.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
technology integration, K-12 education, information system artifact, structuration, mathematics
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-82233 (URN)10.1080/10494820.2020.1770801 (DOI)000545133800001 ()2-s2.0-85087026535 (Scopus ID)
Available from: 2020-05-31 Created: 2020-05-31 Last updated: 2023-06-08Bibliographically approved
Grönlund, Å. & Viberg, O. (2023). Introducing Practicable Learning Analytics. In: Olga Viberg; Åke Grönlund (Ed.), Practicable Learning Analytics: (pp. 1-16). Springer
Open this publication in new window or tab >>Introducing Practicable Learning Analytics
2023 (English)In: Practicable Learning Analytics / [ed] Olga Viberg; Åke Grönlund, Springer, 2023, p. 1-16Chapter in book (Refereed)
Place, publisher, year, edition, pages
Springer, 2023
Series
Advances in Analytics for Learning and Teaching, ISSN 2662-2122, E-ISSN 2662-2130
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-108729 (URN)9783031276453 (ISBN)9783031276460 (ISBN)9783031276484 (ISBN)
Available from: 2023-10-04 Created: 2023-10-04 Last updated: 2023-11-02Bibliographically approved
Agélii Genlott, A., Grönlund, Å., Viberg, O. & Andersson, A. (2023). Leading dissemination of digital, science-based innovation in school - a case study. Interactive Learning Environments, 31(7), 4171-4181
Open this publication in new window or tab >>Leading dissemination of digital, science-based innovation in school - a case study
2023 (English)In: Interactive Learning Environments, ISSN 1049-4820, E-ISSN 1744-5191, Vol. 31, no 7, p. 4171-4181Article in journal (Refereed) Published
Abstract [en]

Digitalizing school is a process that comes with challenges. It requires strategic leadership and transformational change to work processes. Nevertheless, some succeed, and it is useful to understand what makes for success. This paper studies the challenges of leading digitalization of education in a city which decided to implement an IT-supported method for teaching literacy in primary schools. The method required transformational change; teachers not only had to learn to use technologies, they also had to review their pedagogy. This study is guided by the Diffusion of Innovation theory and draws on interviews with school principals. We find that the critical factors relate to the communication channel, the social system within and across schools, and the time perspective.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
digitalization, leadership, school, dissemination, innovation
National Category
Educational Sciences
Identifiers
urn:nbn:se:oru:diva-93650 (URN)10.1080/10494820.2021.1955272 (DOI)000675117000001 ()2-s2.0-85111071532 (Scopus ID)
Available from: 2021-08-16 Created: 2021-08-16 Last updated: 2023-12-04Bibliographically approved
Viberg, O. & Grönlund, Å. (Eds.). (2023). Practicable Learning Analytics. Springer
Open this publication in new window or tab >>Practicable Learning Analytics
2023 (English)Collection (editor) (Refereed)
Abstract [en]

This book is about practicable learning analytics, that is able to become a successful part of practice, ultimately leading to improved learning and teaching. The aim of the book is to shift our perspective on learning analytics creation and implementation from that of “designing of” technology to that of “designing for” a system of practice. That is, any successful implementation of learning analytics requires a systematic approach, which the book explains through the lens of the Information Systems Artefact, constituting of the three interdependent artefacts: “technical”, “information” and “social”.The contributions of this book go beyond a consideration of particular humans such as teachers and students, and their individual activities to consider the larger systems of activity of which analytics become part of. The chapters included in this book present different cases of learning analytics implementation across countries, and the related opportunities and challenges related to generalizability of the results.

Place, publisher, year, edition, pages
Springer, 2023. p. 206
Series
Advances in Analytics for Learning and Teaching, ISSN 2662-2122, E-ISSN 2662-2130
Keywords
practicable learning analytics, Information systems artefact, Impact Systemic approach, Implementation, Scalability, Human-centered learning analytics, Organizational strategy, Cross-border adoption, Learning design, Artificial intelligence, Responsible learning analytics
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-108728 (URN)10.1007/978-3-031-27646-0 (DOI)9783031276453 (ISBN)9783031276460 (ISBN)9783031276484 (ISBN)
Available from: 2023-10-04 Created: 2023-10-04 Last updated: 2023-10-04Bibliographically approved
Gerdin, M., Grönlund, Å. & Kolkowska, E. (2023). What Goes Around Comes Around: Effects of Unclear Questionnaire Items in Information Security Research. In: Steven Furnell; Nathan Clarke (Ed.), Human Aspects of Information Security and Assurance: 17th IFIP WG 11.12 International Symposium, HAISA 2023, Kent, UK, July 4–6, 2023, Proceedings. Paper presented at 17th IFIP International Symposium on Human Aspects of Information Security & Assurance (HAISA 2023), Kent, UK, July 4–6, 2023 (pp. 470-481). Springer
Open this publication in new window or tab >>What Goes Around Comes Around: Effects of Unclear Questionnaire Items in Information Security Research
2023 (English)In: Human Aspects of Information Security and Assurance: 17th IFIP WG 11.12 International Symposium, HAISA 2023, Kent, UK, July 4–6, 2023, Proceedings / [ed] Steven Furnell; Nathan Clarke, Springer, 2023, p. 470-481Conference paper, Published paper (Refereed)
Abstract [en]

The credibility of research on information system security is challenged by inconsistent results and there is an ongoing discussion about research methodology and its effect on results within the employee non-/compliance to information security policies literature. We add to this discussion by investigating discrepancies between what we cl/aim to measure (theoretical properties of variables) and what we actually measure (respondents’ interpretations of our operationalized variables). The study asks: (1) How well do respondents’ interpretations of variables correspond to their theoretical definitions? (2) What are the characteristics and causes of any discrepancies between variable definitions and respondent interpretations? We report a pilot study including interviews with seven respondents to understand their interpretations of the variable Perceived severity from the Protection Motivation Theory (PMT).

We found that respondents’ interpretations differ substantially from the theoretical definitions which introduces error in measurement. There were not only individual differences in interpretations but also, and more importantly, systematic ones; When questions are not well specified, or do not cover respondents’ practice, respondents make interpretations based on their practice. Our results indicate three types of ambiguities, namely (i) Vagueness in part/s of the measurement item causing inconsistencies in interpretation between respondents, (ii) Envision/Interpret ‘new’ properties not related to the theory, (iii) ‘Misses the mark’ measurements whereby respondents misinterpret the fundamentals of the item. The qualitative method used proved conducive to understanding respondents’ thinking, which is a key to improving research instruments.

Place, publisher, year, edition, pages
Springer, 2023
Series
IFIP Advances in Information and Communication Technology, ISSN 1868-4238, E-ISSN 1868-422X ; 674
Keywords
Non-/compliance research, Validation of measurement instruments, Interpretation of measurement items
National Category
Other Social Sciences Information Systems, Social aspects
Identifiers
urn:nbn:se:oru:diva-109023 (URN)10.1007/978-3-031-38530-8_37 (DOI)2-s2.0-85172683006 (Scopus ID)9783031385292 (ISBN)9783031385322 (ISBN)9783031385308 (ISBN)
Conference
17th IFIP International Symposium on Human Aspects of Information Security & Assurance (HAISA 2023), Kent, UK, July 4–6, 2023
Available from: 2023-10-17 Created: 2023-10-17 Last updated: 2023-10-18Bibliographically approved
Viberg, O., Mutimukwe, C. & Grönlund, Å. (2022). Privacy in LA Research: Understanding the Field to Improve the Practice. Journal of Learning Analytics, 9(3), 169-182
Open this publication in new window or tab >>Privacy in LA Research: Understanding the Field to Improve the Practice
2022 (English)In: Journal of Learning Analytics, ISSN 1929-7750, Vol. 9, no 3, p. 169-182Article in journal (Refereed) Published
Abstract [en]

Protection of student privacy is critical for scaling up the use of learning analytics (LA) in education. Poorly implemented frameworks for privacy protection may negatively impact LA outcomes and undermine trust in the discipline. To design and implement models and tools for privacy protection, we need to understand privacy itself. To develop better understanding and build ground for developing tools and models for privacy protection, this paper examines how privacy hitherto has been defined by LA scholars, and how those definitions relate to the established approaches to define privacy. We conducted a scoping review of 59 articles focused on privacy in LA. In most of these studies (74%), privacy was not defined at all; 6% defined privacy as a right, 11% as a state, 15% as control, and 16% used other approaches to explain privacy in LA. The results suggest a need to define privacy in LA to be able to enact a responsible approach to the use of student data for analysis and decision-making. © 2022, Society for Learning Analytics Research (SOLAR). All rights reserved.

Place, publisher, year, edition, pages
U T S ePRESS (University of Technology Sydney), 2022
Keywords
Definition, impact, Learning analytics, privacy, scalability
National Category
Computer Sciences
Identifiers
urn:nbn:se:oru:diva-110537 (URN)10.18608/jla.2022.7751 (DOI)2-s2.0-85144579717 (Scopus ID)
Available from: 2023-12-22 Created: 2023-12-22 Last updated: 2023-12-22Bibliographically approved
Mukamurenzi, S., Grönlund, Å. & Islam, M. S. (2021). An Information Systems Artifact Approach to Evaluate e-Government Services in Rwanda. In: Euripidis Loukis; Marie Anne Macadar; Morten Meyerhoff Nielsen; Mário Peixoto (Ed.), Proceedings of the 14th International Conference on Theory and Practice of Electronic Governance: . Paper presented at 14th International Conference on Theory and Practice of Electronic Governance (ICEGOV 2021), Athens, Greece, October 6-8, 2021 (pp. 316-323). New York: ACM Press
Open this publication in new window or tab >>An Information Systems Artifact Approach to Evaluate e-Government Services in Rwanda
2021 (English)In: Proceedings of the 14th International Conference on Theory and Practice of Electronic Governance / [ed] Euripidis Loukis; Marie Anne Macadar; Morten Meyerhoff Nielsen; Mário Peixoto, New York: ACM Press, 2021, p. 316-323Conference paper, Published paper (Refereed)
Abstract [en]

Technology is universal, but use contexts differ widely. Technology develops rapidly but social contexts are slow to change, hence digitalization efforts must go hand in hand with process innovation. This research aims at designing an improved process for evaluating e-government services in Rwanda, a least developed country pursuing ambitious digitalization. The research draws on the information systems artifact (ISA) model, which considers alignment between technology, information, and social context as the key to successful technology-based innovation, and all three aspects as artifacts, subject to design. We build a prototype technical artifact and suggest information and a social one. The ambition is to make the currently control-based summative evaluation process more cooperative and inclusive of both service providers and users. The new design uses feedback from users to allow service providers and monitoring organizations to conduct also formative evaluations in order to be able to better align service processes with user needs and behavior and thereby make them more attractive and more used. The prototype “Rwanda Online Service Evaluation”(ROSE) was tested through semi-structured interviews with senior managers in six Rwandan organizations, and through an online user survey (n= 60). The findings can guide decision-makers and practitioners involved with e-government design and evaluation. As a contribution to research, the research shows the usefulness of the ISA model for communicating the design of technology aiming at comprehensive process change

Place, publisher, year, edition, pages
New York: ACM Press, 2021
Series
ACM International Conference Proceedings Series (ICPS)
Keywords
e-government, information systems artifact, least developed country, Rwanda, service evaluation design
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-17267 (URN)10.1145/3494193.3494304 (DOI)000933151800042 ()9781450390118 (ISBN)
Conference
14th International Conference on Theory and Practice of Electronic Governance (ICEGOV 2021), Athens, Greece, October 6-8, 2021
Available from: 2022-01-16 Created: 2022-01-16 Last updated: 2023-12-07Bibliographically approved
Grönlund, Å., Kempe, A.-L. & Wiklund, M. (2021). Praktisk vetenskapsteori för lärare: Hur vet vi vad vi vet?. Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Praktisk vetenskapsteori för lärare: Hur vet vi vad vi vet?
2021 (Swedish)Book (Other academic)
Abstract [sv]

Den här boken handlar om vad vetenskap är, och den är tänkt att hjälpa lärare att förstå och kritiskt reflektera över hur forskning kan bidra till att utveckla, utforma och utvärdera undervisningen.

Skolan ska vila på vetenskaplig grund, men vad innebär det i praktiken? Hur kan läraren förstå, värdera och använda forskning i sin profession? Hur kan forskning användas för att designa undervisning, material och lärmiljöer? Och hur kan läraren systematisera och dokumentera sina didaktiska val i klassrummet baserat på forskning?

Det är viktigt att kunna bedöma om och när ett visst forskningsresultat är relevant för lärares verksamhetsnära frågor. Kunskaper i vetenskapsteori gör det möjligt för lärare att reflektera över professionen och lärarrollen – och kanske inte minst över hur kunskap produceras i samhället, får status som "fakta" och därmed hamnar i skolans läromedel och kursplaner.

Lärare som kan mer om vetenskaplig kunskap och forskningsprocessen får också ökade möjligheter att tillsammans med kollegor ta ställning till forskningsresultat och underbygga sina didaktiska val. På så sätt utvecklas ett slags vetenskapligt förhållningssätt till läraryrket.

Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2021. p. 200
Keywords
Vetenskapteori
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-96034 (URN)9789151106854 (ISBN)
Available from: 2021-12-15 Created: 2021-12-15 Last updated: 2021-12-16Bibliographically approved
Mutimukwe, C., Kolkowska, E. & Grönlund, Å. (2020). Information privacy in e-service: Effect of organizational privacy assurances on individual privacy concerns, perceptions, trust and self-disclosure behavior. Government Information Quarterly, 37(1), Article ID 101413.
Open this publication in new window or tab >>Information privacy in e-service: Effect of organizational privacy assurances on individual privacy concerns, perceptions, trust and self-disclosure behavior
2020 (English)In: Government Information Quarterly, ISSN 0740-624X, E-ISSN 1872-9517, Vol. 37, no 1, article id 101413Article in journal (Refereed) Published
Abstract [en]

The increasing use of the Internet for service delivery has paralleled an increase of e-service users' privacy concerns as technology offers ample opportunities for organizations to store, process, and exploit personal data. This may reduce individuals' perceived ability to control their personal information and increase their perceived privacy risk. A systematic understanding of individuals' privacy concerns is important as negative user perceptions are a challenge to service providers' reputation and may hamper service delivery processes as they influence users' trust and willingness to disclose personal information. This study develops and validates a model that examines the effect of organizational privacy assurances on individual privacy concerns, privacy control and risk perceptions, trust beliefs and non-self-disclosure behavior. Drawing on a survey to 547 users of different types of e-services – e-government, e-commerce and social networking – in Rwanda, and working within the framework of exploratory analysis, this study uses partial least square-structural equation modeling to validate the overall model and the proposed hypotheses. The findings show that perceptions of privacy risks and privacy control are antecedents of e-service users' privacy concerns, trust and non-self-disclosure behavior. They further show that the perceived effectiveness of privacy policy and perceived effectiveness of self-regulations influence both perceptions of privacy risks and control and their consequences; users' privacy concerns, trust and non-self-disclosure behavior. The hypotheses are supported differently across the three types of e-services, which means that privacy is specific to context and situation. The study shows that the effect of privacy assurances on trust is different in e-government services than in other services which suggest that trust in e-government may be more complex and different in nature than in other contexts. The findings serve to enhance a theoretical understanding of organizational privacy assurances and individual privacy concerns, trust and self-disclosure behavior. They also have implications for e-service providers and users as well as for regulatory bodies and e-services designers.

Place, publisher, year, edition, pages
Elsevier, 2020
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:oru:diva-79747 (URN)10.1016/j.giq.2019.101413 (DOI)000509424900011 ()2-s2.0-85075404317 (Scopus ID)
Available from: 2020-02-04 Created: 2020-02-04 Last updated: 2020-03-04Bibliographically approved
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3713-346X

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