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Publications (10 of 19) Show all publications
Arveklev Höglund, S. & Jobe, W. (2023). The State of Open Educational Resources (Oer) in Swedish Higher Education: A Case Study. In: INTED 2023 Proceedings: 7th International Technology, Education and Development Conference, Valencia, Spain. 6-8 March, 2023. Paper presented at 17th International Technology, Education and Development Conference, 6-8 March, 2023 Valencia, Spain (pp. 4908-4917). International Association for Technology, Education and Development
Open this publication in new window or tab >>The State of Open Educational Resources (Oer) in Swedish Higher Education: A Case Study
2023 (English)In: INTED 2023 Proceedings: 7th International Technology, Education and Development Conference, Valencia, Spain. 6-8 March, 2023, International Association for Technology, Education and Development, 2023, p. 4908-4917Conference paper, Published paper (Refereed)
Abstract [en]

Open Educational Resources are learning, teaching, and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation, and redistribution by others (UNESCO). Increasing the use of OER worldwide can be one of many steps toward reaching the United Nations Agenda 2030 sustainability goals (SDG), especially SDG 4 Quality Education, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

The UNESCO OER recommendations from 2020 provide clear goals and aims for OER, but how are they being implemented in higher education in Sweden? Specifically, how well are teachers and students aware of and how are they using OER, specifically open textbooks? This paper presents the use and needs of OER as well as current OER guidelines at University West in Sweden and investigates teachers’ and students' perceptions and experiences of open educational resources (OER) at University West, focusing on open textbooks. The method of the intervention was student and teacher surveys, both pre- and post-pandemic. The pre-pandemic surveys were sent out in April 2020 and had 79 student respondents and 82 teacher respondents. The post-pandemic surveys were sent out in June 2022 and had 83 student respondents and 76 teacher respondents.

The aggregated results show that there were no significant differences in the use of OER and open textbooks due to the pandemic both for students and teachers. The current use of OER and open textbooks was limited and the primary motivations for using OER and open textbooks were economy, social justice, and adaptability with varying priorities among students and teachers. Additionally, OER and open textbooks are currently used marginally at University West but there is interest to increase the use of OER and student co-creation due to the three primary motivators. These preliminary results provide valuable insights regarding the key factors for increasing the use of OER and open textbooks in higher education to help achieve the UNESCO OER 2020 goals and the United Nations Agenda 2030 SDG goals, especially SDG 4 Quality Education.

Place, publisher, year, edition, pages
International Association for Technology, Education and Development, 2023
Series
INTED Proceedings, E-ISSN 2340-1079
Keywords
COVID19, OER, higher education, open textbooks, sustainability
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-21103 (URN)10.21125/inted.2023.1276 (DOI)978-84-09-49026-4 (ISBN)
Conference
17th International Technology, Education and Development Conference, 6-8 March, 2023 Valencia, Spain
Available from: 2023-12-20 Created: 2023-12-20 Last updated: 2024-05-17Bibliographically approved
Reddy, P., Dukhi, N., Sewpaul, R., Ellahebokus, M. A., Kambaran, N. S. & Jobe, W. (2021). Mobile Health Interventions Addressing Childhood and Adolescent Obesity in Sub-Saharan Africa and Europe: Current Landscape and Potential for Future Research. Frontiers In Public Health, 9, 1-9, Article ID 604439.
Open this publication in new window or tab >>Mobile Health Interventions Addressing Childhood and Adolescent Obesity in Sub-Saharan Africa and Europe: Current Landscape and Potential for Future Research
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2021 (English)In: Frontiers In Public Health, ISSN 2296-2565, Vol. 9, p. 1-9, article id 604439Article in journal (Refereed) Published
Abstract [en]

Child and adolescent overweight is a growing public health problem globally. Europe and low and middle-income (LMIC) countries in Sub-Saharan Africa provide sufficiently suitable populations to learn from with respect to the potential for mobile health (mHealth) interventions in this area of research. The aim of this paper is to identify mHealth interventions on prevention and treatment of childhood and adolescent obesity in Sub-Saharan Africa and Sweden and report on their effects, in order to inform future research in this area. A search of peer-reviewed publications was performed using PubMed, ScienceDirect, EBSCOhost, and Scopus. The search included all articles published up to August 2019. The search strings consisted of MeSH terms related to mHealth, overweight or obesity, children, adolescents or youth and individual countries in Europe and Sub-Saharan Africa. Second, a combination of free-text words; mobile phone, physical activity, exercise, diet, weight, BMI, and healthy eating was also used. Seven studies were reported from Europe and no eligible studies from Sub-Saharan Africa. The results of this narrative review indicate a lack of research in the development and testing of mHealth interventions for childhood and adolescent obesity. There is a need for an evidence base of mHealth interventions that are both relevant and appropriate in order to stem the epidemic of overweight and obesity among children and adolescents in these countries. Uptake of such interventions is likely to be high as there is high penetrance of mobile phone technology amongst adolescents, even within poor communities in Africa.

Keywords
childhood obesity, mHealth, adolescent obesity, Sweden, South Africa
National Category
Public Health, Global Health, Social Medicine and Epidemiology Information Systems, Social aspects
Identifiers
urn:nbn:se:hv:diva-16391 (URN)10.3389/fpubh.2021.604439 (DOI)000632426600001 ()2-s2 (Scopus ID)
Note

Funding: South Africa Sweden University Forum (SASUF) and the Department of Higher Education and Training (DHET) in South Africa

Available from: 2021-03-23 Created: 2021-03-23 Last updated: 2022-03-30Bibliographically approved
Wiljen, A., Chaplin, J. E., Crine, V., Jobe, W., Johnson, E., Karlsson, K., . . . Nilsson, S. (2021). The development of a mHealth tool for children with long-term illness to enable person-centred communication: a co-design approach. Quality of Life Research, 30(SUPPL 1, 1, SI)
Open this publication in new window or tab >>The development of a mHealth tool for children with long-term illness to enable person-centred communication: a co-design approach
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2021 (English)In: Quality of Life Research, ISSN 0962-9343, E-ISSN 1573-2649, Vol. 30, no SUPPL 1, 1, SIArticle in journal (Refereed) Published
Abstract [en]

Background:Children with long-term illnesses frequently experience symptoms that could negatively affect their daily lives. These symptoms are often underreported in health care. Despite a large number of mobile health (mHealth) tools, few are based on a theoretical framework or supported by scientific knowledge. Incorporating universal design when developing a product can promote accessibility and facilitate person-centered communication.

Objective: The aim of this study is to identify the symptom-reporting needs of children with cancer and congenital heart defects that could be satisfied by using a mobile app. Another aim is to evaluate how the child might interact with the app by considering universal design principles and to identify parents’ views and health care professionals’ expectations and requirements for an mHealth tool.

Methods: User-centered design is an iterative process that focuses on an understanding of the users. The adapted user-centered design process includes 2 phases with 4 stages. Phase 1 involved interviews with 7 children with long-term illnesses, 8 parents, and 19 health care professionals to determine their needs and wishes for support; a workshop with 19 researchers to deepen our understanding of the needs; and a workshop with developers to establish a preliminary tool to further investigate needs and behaviors. Phase 2 involved interviews with 10 children with long-term illnesses, 9 parents, and 21 health care professionals to evaluate the mock-up (prototype) of the mHealth tool. Data were synthesized using the interpretive description technique.

Results:A total of 4 aspects of needs emerged from the synthesis of the data, as follows: different perspectives on provided and perceived support; the need for an easy-to-use, non–clinic-based tool to self-report symptoms and to facilitate communication; the need for safety by being in control and reaching the child’s voice; and a way of mapping the illness journey to facilitate recall and improve diagnostics. The children with long-term illnesses expressed a need to not only communicate about pain but also communicate about anxiety, fatigue, fear, and nausea.

Conclusions: The findings of this study indicated that the PicPecc (Pictorial Support in Person-Centered Care for Children) app is a potential solution for providing communicative support to children with long-term illnesses dealing with multiple symptoms and conditions. The interview data also highlighted symptoms that are at risk of being overlooked if they are not included in the mobile app. Further studies are needed to include usability testing and evaluation in hospitals and home care settings.

Place, publisher, year, edition, pages
SPRINGER, 2021
Keywords
children, communication, long-term illness, mHealth, pediatric care, person-centered care, symptom assessment, universal design
National Category
Nursing Pediatrics Other Medical Engineering
Identifiers
urn:nbn:se:hv:diva-18264 (URN)10.2196/30364 (DOI)000712224700375 ()35258466 (PubMedID)2-s2.0-85126482642 (Scopus ID)
Funder
Swedish Childhood Cancer Foundation, TJ2017-0028, KP2018-0023, MTI2019-0011Vinnova, MTI2019-0011Forte, Swedish Research Council for Health, Working Life and Welfare, SA2018-7681
Note

This study was funded by Barncancerfonden (grants TJ2017-0028, KP2018-0023, and MTI2019-0011); Vinnova (grant MTI2019-0011); the Swedish Foundation for International Cooperation in Research and Higher Education (STINT), Vetenskapsrådet, Forte (grant SA2018-7681); STNT180705349550; South Africa–Sweden University Forum; the University of Gothenburg Centre for Person-centered Care, which is funded by the Swedish Government’s grant for Strategic Research Areas (Care Sciences) and the University of Gothenburg; Region Västra Götaland, Södra Älvsborg Hospital, and Department of Research Education and Innovation, Borås; the Borås Research and Development Fund against Cancer; and Alice Swenzon’s foundation

Available from: 2022-04-11 Created: 2022-04-11 Last updated: 2022-04-11
Wiljen, A., Chaplin, J., Jobe, W., Johnson, E., Karlsson, K., Lindroth, T., . . . Nilsson, S. (2020). The Development of a Person-Centred Communicative Support Tool for Symptom Relief in Children With Cancer. Pediatric Blood & Cancer, 67(4, SI), S194-S195
Open this publication in new window or tab >>The Development of a Person-Centred Communicative Support Tool for Symptom Relief in Children With Cancer
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2020 (English)In: Pediatric Blood & Cancer, ISSN 1545-5009, E-ISSN 1545-5017, Vol. 67, no 4, SI, p. S194-S195Article in journal, Meeting abstract (Refereed) Published
National Category
Nursing Cancer and Oncology
Identifiers
urn:nbn:se:hv:diva-16105 (URN)000581769200423 ()
Note

Meeting Abstract: 0427

Available from: 2020-12-10 Created: 2020-12-10 Last updated: 2024-04-29Bibliographically approved
Jobe, W. & Master Östlund, C. (2019). The Effects of Using Work-Integrated Learning in Higher Education on Student and Startup Employability, Networking, and Entrepreneurship. In: Iréne Bernhard (Ed.), Uddevalla Symposium 2019: Unlocking the Potential of Regions Through Entrepreneurship and Innovation. Revised papers presented at the 22nd Uddevalla Symposium,27–29 June, 2019, L'Aquila, Italy. Paper presented at 22nd Uddevalla Symposium,27–29 June, 2019, L’Aquila, Italy (pp. 235-247). Trollhättan: University West
Open this publication in new window or tab >>The Effects of Using Work-Integrated Learning in Higher Education on Student and Startup Employability, Networking, and Entrepreneurship
2019 (English)In: Uddevalla Symposium 2019: Unlocking the Potential of Regions Through Entrepreneurship and Innovation. Revised papers presented at the 22nd Uddevalla Symposium,27–29 June, 2019, L'Aquila, Italy / [ed] Iréne Bernhard, Trollhättan: University West , 2019, p. 235-247Conference paper, Published paper (Refereed)
Abstract [en]

This paper explores the results and perceived effects from an IT project management course given in Informatics at University West in Sweden. The 10-week course requires students to manage and execute real-world projects as a form of work integrated learning (WIL). For the past three years, the course has been performed in cooperation with the Innovatum Startup program offered by the Innovatum Science Center in Trollhättan, Sweden. Each year Innovatum Startup hosts a match making session where the startup companies present their projects and propose concrete projects that the university students can choose as their real-world project. This paper presents the results regarding the startups' and students' satisfaction with the course as well as the outcomes of the students' work for the startups and the effects on the students' future employability, networking and entrepreneurship. The results are based on surveys given to the participating students and startup companies. The findings show a high level of student and startup satisfaction with the WIL collaboration and the findings reaffirm similar research that WIL courses benefit student employability and networking. However, the findings do not show a significant impact on entrepreneurship.

Place, publisher, year, edition, pages
Trollhättan: University West, 2019
Series
Reports University West, ISSN 2002-6188, E-ISSN 2002-6196 ; 2019:4
Keywords
work-integrated learning, higher education, entrepreneurship, networking, employability
National Category
Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14841 (URN)978-91-88847-40-9 (ISBN)
Conference
22nd Uddevalla Symposium,27–29 June, 2019, L’Aquila, Italy
Available from: 2020-01-10 Created: 2020-01-10 Last updated: 2020-01-10Bibliographically approved
Jobe, W., Nilsson, S., Bernhardsson, P. & Rask, A. B. (2018). Improving the creation, curation and discovery of open educational resources for work integrated and lifelong learning. In: : . Paper presented at ICELW: The 11th Annual International Conference on E-Learning in the Workplace, 2018. , Article ID 2440743862.
Open this publication in new window or tab >>Improving the creation, curation and discovery of open educational resources for work integrated and lifelong learning
2018 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This paper concerns open education (OER) resources, and more specifically the process of publishing OER material to make it easier to find on the web. The overarching goals are to improve the creation and discovery of OER material for workplace learning as well as strive towards UNESCO’s Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. As we see it, there are two key challenges. The first challenge regards the content creation and curation side; i.e. the process of making OER material available to the general public, how to maintain the resource and how to get feedback on it. The second challenge regards discovery i.e. for OER consumers to easily find OER material and discern its usefulness in their specific learning context. We are in the process of developing a web based system that aids content creators in publishing and maintaining their OER material. The system helps the content creator by generating semantic metadata about the resource based on the Dublin Core system and creates a package of the material itself along with said metadata in a search engine optimized HTML5 file, ready for publishing on a web server or a video streaming site like YouTube, or other media sharing sites. This approach primarily utilizes common search engines to find the material, thus making the OER material decentralized and not necessarily specific to a specific OER repository. The metadata created by the system does, however, enable developers to create systems specialized in collecting and aggregating OER material, further enhancing the capability of the decentralized ecosystem of OER resources to be used by learning management systems. The key contribution is a suggestion as to how to automatically generate and use an OERID so that all resources can be discovered, curated, and reused.

Keywords
didactics, virtual learning, organization theory, differentiated instruction, Managers and employees in public institutions, Managers and employees in private companies
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13076 (URN)
Conference
ICELW: The 11th Annual International Conference on E-Learning in the Workplace, 2018
Available from: 2018-10-31 Created: 2018-10-31 Last updated: 2023-06-02Bibliographically approved
Nilsson, S., Svensson, L. & Jobe, W. (2017). Supporting nomadic work- and study practices in groupware design. In: Jon Dron; Sanjaya Mishra (Ed.), Proceedings on E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 17, 2017 in Vancouver, British Columbia, Canada. Paper presented at E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 17, 2017 in Vancouver, British Columbia, Canada (pp. 822-826). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education
Open this publication in new window or tab >>Supporting nomadic work- and study practices in groupware design
2017 (English)In: Proceedings on E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 17, 2017 in Vancouver, British Columbia, Canada / [ed] Jon Dron; Sanjaya Mishra, Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education, 2017, p. 822-826Conference paper, Published paper (Refereed)
Abstract [en]

This brief paper concerns the design of real-time collaborative systems adhering to a nomadic work- and study practice. Nomadic practices can be characterized as having a heterogeneous workplace, working or studying from different locations during a day. This practice has been enabled by advances in technology and formed by human behavior. This means that we now must consider this type of work when designing collaboration software. This brief paper outlines some major issues concerning technology-mediated collaboration arising from nomadic work practices; different network conditions, data cost and device heterogeneity, and proposes tentative design ideas addressing these issues.

Place, publisher, year, edition, pages
Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education, 2017
Keywords
Workplace learning, groupware design
National Category
Information Systems, Social aspects Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-13372 (URN)978-1-939797-31-5 (ISBN)
Conference
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 17, 2017 in Vancouver, British Columbia, Canada
Available from: 2019-01-07 Created: 2019-01-07 Last updated: 2019-01-07Bibliographically approved
Aghaee, N., Jobe, W., Karunaratne, T., Smedberg, Å., Hansson, H. & Tedre, M. (2016). Interaction Gaps in PhD Education and ICT as a Way Forward: Results from a Study in Sweden. International Review of Research in Open and Distance Learning, 17(3), 360-383
Open this publication in new window or tab >>Interaction Gaps in PhD Education and ICT as a Way Forward: Results from a Study in Sweden
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2016 (English)In: International Review of Research in Open and Distance Learning, E-ISSN 1492-3831, Vol. 17, no 3, p. 360-383Article in journal (Refereed) Published
Abstract [en]

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

Keywords
PhD education, information and communication technology (ICT), support system, interaction, peer communication
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-9005 (URN)10.19173/irrodl.v17i3.2220 (DOI)000380035900021 ()2-s2.0-84969249047 (Scopus ID)
Available from: 2016-02-05 Created: 2016-02-05 Last updated: 2024-02-01Bibliographically approved
Jobe, W. (2015). Bridging the learning gap in Kenya with mobile learning: Challenges and future strategies. In: curtis Ho & Grace Lin, University of Hawaii, USA (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015. Paper presented at Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (pp. 1319-1325). Chesapeake, VA: Association for the Advancement of Computing in Education
Open this publication in new window or tab >>Bridging the learning gap in Kenya with mobile learning: Challenges and future strategies
2015 (English)In: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 / [ed] curtis Ho & Grace Lin, University of Hawaii, USA, Chesapeake, VA: Association for the Advancement of Computing in Education, 2015, p. 1319-1325Conference paper, Published paper (Refereed)
Abstract [en]

The overarching aim of this research was to study how mobile technology can catalyze informal learning and bridge the gap between informal and non-formal learning. In this study 30 Kenyan elite runners were equipped with a simple Android smartphone and free Internet for one year. The original research project focused on studying how a smartphone in the hands of impoverished Kenyans could assist and enhance informal learning. This project used log data, workshops and interviews to track the users’ progress. During the course of the study a huge desire for more formalized learning developed. Thus, a non-formal course on Human Rights was developed and made available for all Kenyans via any Internet connected device. In this way the intersection of these two projects provided an opportunity to satiate interests gained from unguided informal learning with structured non-formal learning. Key findings were that the smartphone empowered marginalized groups, augmented informal learning opportunities, and provided a means to bridge informal and non-formal learning to deliver educational opportunities to any device in the form of a non-formal MOOC. This research made a significant impact in the participants’ lives and the most common statement from the interviews was the statement “it helps us a lot”.

Place, publisher, year, edition, pages
Chesapeake, VA: Association for the Advancement of Computing in Education, 2015
Keywords
Mobile learning, Kenya, e-learning
National Category
Information Systems Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-8640 (URN)978-1-939797-20-9 (ISBN)
Conference
Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015
Available from: 2015-11-12 Created: 2015-11-12 Last updated: 2019-12-03Bibliographically approved
Aghaee, N., Karunaratne, T., Smedberg, Å. & Jobe, W. (2015). Communication and Collaboration Gaps among PhD Students and ICT as a Way Forward: Results from a Study in Sweden. In: : . Paper presented at Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (pp. 237-244). Association for the Advancement of Computing in Education
Open this publication in new window or tab >>Communication and Collaboration Gaps among PhD Students and ICT as a Way Forward: Results from a Study in Sweden
2015 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The low completion rate and slow progress in PhD education have been highlighted in many studies. However, the interaction problems and communication gaps that PhD students encounter make this attempt even more challenging. The aim of this study is to investigate the peer interaction problems and ICT based solutions from PhD students’ perspectives. The data collection method was an online questionnaire and in-depth interviews were used to follow up. The target group for the survey was the PhD students in Computer Science at Stockholm University. The total number of respondents for the survey was 53 PhD students and eleven randomly selected PhD students for the interviews. The results reflected a lack of peer interaction as an important issue in the perspective of the students. Based on this, the study showed several ICT solutions that have the potential to reduce the interaction problems and thereby improve PhD students’ collaborative learning and research quality.

Place, publisher, year, edition, pages
Association for the Advancement of Computing in Education, 2015
Keywords
PhD students, communication, collaboration
National Category
Information Systems
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-8641 (URN)
Conference
Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015
Available from: 2015-11-12 Created: 2015-11-12 Last updated: 2019-03-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2378-5432

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