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  • 651.
    Wynn, Eleanor
    et al.
    Ronin Institute, USA.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Qualitative and Critical Research in Information Systems and Human-Computer Interaction: Divergent and Convergent Paths2019In: Foundations and Trends® in Information Systems, ISSN 2331-1231, Vol. 3, no 1-2, p. 1-233Article in journal (Refereed)
    Abstract [en]

    Information Systems (IS) and Human Computer Interaction(HCI)–including Computer-Supported Cooperative Work(CSCW)–address the development and adoption of computingsystems by organizations, individuals, and teams. Whileeach has its own emphasis, the timelines for adopting qualitativeand critical research differ dramatically. IS used bothin the late 1980s, but critical theory appeared in HCI onlyin 2000. Using a hermeneutic literature review, the papertraces these histories; it applies academic cultures theoryas an explanatory framework. Institutional factors includeepistemic bases of source disciplines, number and centralityof publication outlets, and political and geographic contexts.Key innovations in IS are covered in detail. The rise ofplatformization drives the fields toward a common scopeof study with an imperative to address societal issues thatemerge at scale.

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  • 652.
    Wynn, Eleanor
    et al.
    Ronin Institute, USA.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Qualitative and Critical Research in Information Systems and Human-Computer Interaction: Divergent and Convergent Paths2019Book (Refereed)
    Abstract [en]

    Qualitative and Critical Research in Information Systems and Human Computer Interaction explores the history and adoption of qualitative and critical research in Information Systems (IS) and contrasts it with the growth of similar methods/theories in Human Computer Interaction (HCI) and, to a lesser, extent Computer Supported Collaborative Work (CSCW). The supposition behind the comparison was that the areas overlap in subject matter and would overlap in methods and authors. However, marked differences were observed in the structure of publications, conferences, and on social media that led to questions about the extent to which the fields shared a common framework. The authors find that the history of each discipline reflects institutional factors that affected the respective timelines for the use of these approaches. This leads them to consider a sociological epistemic framework, which explains the differences quite well. It also supports characterizations of the culture of IS made by members, as having open paradigm and high collegiality, described as an adhocracy. The authors propose that qualitative and critical research developed interdependently in IS. Aside from institutional factors, a further difference in uptake of methods and critical framework comes from the US/Europe divide in research traditions and the political/epistemic climates affecting research in the respective regions. Research from beyond the transatlantic traditions postdates the developments covered here but is touched on at the end of the monograph. The primary goal of Qualitative and Critical Research in Information Systems and Human Computer Interaction is to better understand the ways the IS research community differentiates itself into diverse constituencies, and how these constituencies interact in the field's complex processes of knowledge creation and dissemination. Another goal is to create cross-disciplinary discussion and build on related work in the fields. This is important in the era of platforms with global reach, and the concurrent development of powerful AI and analytics capabilities that both intrude on daily life and try to emulate human intelligence.

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  • 653.
    Wynn, Eleanor
    et al.
    Ronin Institute; United States.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Reputation Control and Theoretical Innovation in Two Academic Cultures2019In: Twenty-fifth Americas Conference on Information Systems, Atlanta, GA, USA: Association for Information Systems ( AIS ) , 2019, p. 1-10Conference paper (Other academic)
    Abstract [en]

    A meta-review of the history of qualitative and critical theory in Information Systems (IS) and HumanComputer Interaction (HCI) illustrates how source disciplines and publication outlets can filter reputation and affect methodological diversity. An academic cultures framework allows us to compare disciplines and explain different timelines for methods and theories. IS has many publication outlets, while HCI reputations depend on publication in the ACM Conference on Computer-Human Interaction (CHI). The fields deal with similar topics but are shaped by different institutional contexts. Qualitative research and critical theory arose in Information Systems during the 1980s and 1990s, while a search of HCI literature shows no critical theory until the 2000s. An open field of journals may create affordances for new approaches, whereas filtering reputation through a core conference may constrain them. The rise of platforms may blur domain distinctions through a common focus on AI, privacy and information integrity.

  • 654.
    Yildiz, Altug
    et al.
    University West, School of Business, Economics and IT.
    Timonen, William
    University West, School of Business, Economics and IT.
    Utmaningar och möjligheter vid övergången till distansundervisning under pandemin: En kvalitativ studie om högstadielärares perspektiv på användningen av digitala verktyg2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The overall aim of this study is to investigate which adaptations upper secondary school teachers had to make during the pandemic, as well as which challenges and opportunities have arisen with the use of digital tools in distance education during the pandemic. The study is aimed at gaining insight into teachers’ experiences, specifically regarding the use of the digital tools during the pandemic. In order to answer the purpose of the essay, the following question has been formulated: What opportunities and challenges has the use of digital tools in distance education during the pandemic brought for the professional role of the secondary school teacher?The authors of this study have chosen to use a semi-structured group interview method for data collection. The interviews are conducted in groups so that the respondents can come up with answers through discussion. The sample is a private organization, the respondents are teachers from grade 7 to grade 9, who were active as teachers during the pandemic and have experience in distance learning. The authors recorded and then transcribed the interviews and performed a thematic analysis of the collected data. The study's conclusion came to the conclusion that although Covid-19 has accelerated digitization in schools and affected teachers and students in negative ways, it has also brought positive changes. In a way, the Cid-19 pandemic has been a catalyst for school reforms. Digital teaching during Covid-19 has led to new skills for both students and teachers. Teachers have had to be flexible and have had to adapt and re-plan lessons to try to maintain the quality of education. Information sharing has improved under the distance education format, digital tools such as Teams, Google Classroom improved information sharing. Due to improved information sharing, teachers have experienced less physical stress. The teachers have become better at solving IT-related problems. The teachers gained new and improved knowledge of new technology and have gained a better picture of the school's digitization. It was more difficult to maintain order in the digital classroom than in the physical classroom, the teachers did more police work than usual. The quality of the lessons has deteriorated because teachers have used unproven activities during distance learning. Teachers' workload has become heavier. The continued efforts post-covid will be more important than the efforts during the Covid-19 pandemic when it comes to elementary school. Teachers and students should be consulted about the school's digitization and the technical tools offered for distance learning. The technology should not guide the development forward here, but the users should guide the development.

  • 655.
    Óskarsdóttir, María
    et al.
    Reykjavik University (ISL).
    Islind, Anna Sigridur
    Reykjavik University (ISL).
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Deeva, Galina
    KU Leuven (BEL).
    Introduction to the Minitrack on Learning Analytics at HICCS 20222022In: Proceedings of the 55th Hawaii International Conference on System Sciences / [ed] Tung X. Bui, IEEE Computer Society , 2022, Vol. 2022, p. 1726-1727Conference paper (Refereed)
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  • 656.
    Östlund, Christian
    University West, Department of Economics and IT, Divison of Informatics.
    A Framework for Evaluation of IT Enhanced Training: A Design Science Research Approach2015In: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015, Chesapeake, VA: Association for the Advancement of Computing in Education, 2015, p. 1544-1551Conference paper (Refereed)
    Abstract [en]

    This paper contributes with a model for evaluating IT supported workplace training (e-training). Since the problem domain of e-training is in the intersection of work, learning and IT, evaluating e-training is complex with multiple stakeholders. Venable et al (2012) provide a framework for how to choose evaluation strategy and method in design science research. This framework is applied to a desing science research project aiming for a design framework for developing e-training systems. A model based on the framework by Venable et al. (2012) and the design science research case is then suggested.

  • 657.
    Östlund, Christian
    University West, Department of Economics and IT, Divison of Informatics.
    Design for e-training2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is about designing technology that supports and enhances learning in and for the workplace. This is realized through an e-training system of web lectures. Designing e-training means designing for interaction in a user friendly way while accommodating for the pedagogical and instructional strategies that are inherent in learning systems. The objective of this thesis is to inform how technology can be designed to support workplace training by acknowledging the context demands of every day work. The context for this thesis is the government authority in Sweden called the county administration. The research in this thesis follows the approach of design science research and design principles for e-training through web lectures emerged in collaboration with members of the county administration through four design cycles of problem awareness: conceptual suggestion, system development, and evaluation. The perspective on learning adopts that of socio-cultural learning since it acknowledges the importance of context by stressing the relationship between learning and the context in which the learning occurs. A framework called authentic e-learning with nine core design principles was chosen as a kernel theory. The first version of the web lecture application was based on the unchanged design principles of authentic e-learning. The design principles were then evaluated in the context of a work place and after four design cycles some of the original design principles was still unaltered, some was adapted to the conditions of work place learning and new principles emerged from the evaluation process. The thesis concludes with eight design principles for e-training through web lectures.

  • 658.
    Östlund, Christian
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Design Guidelines Through Educational Mining2015In: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015, Chesapeake, VA: Association for the Advancement of Computing in Education, 2015, p. 1854-1857Conference paper (Refereed)
    Abstract [en]

    Great effort is put into improving online education, focusing on how students learn and how teachers' can help the students' to be effective in that process. Recently the interest in using web mining techniques in e-learning environments (educational mining) for this purpose has increased. The efforts can be oriented towards assisting the students' learning process, the teachers' scaffolding efforts or the administrators' to make the web site more efficient. It is argued in this paper that educational mining also have great potential in deriving design guidelines for the e-learning environment and not only support the processes taking place after the system is developed and implemented.

  • 659.
    Östlund, Christian
    et al.
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Kautz, Karlheinz
    Copenhagen Business School.
    Multimedia instruction in a workintegrated e-learning environment: Findings from the early stages of a design researchproject2007In: Proceedings of 30th Information Systems Research Seminar in Scandinavia: IRIS 30, University of Tampere , 2007, p. 683-698Conference paper (Refereed)
    Abstract [en]

    This paper reports from a design process within an e-learning project. An e-learning web lecture on how to search the World Wide Web was created based on narrated screen captures and power point slides. A framework grounded in situated learning was used to create the multimedia instruction for the web lecture. Flexibility vs. collaboration, multimedia instruction vs. multimedia interaction and situated content vs. situated use headlines the discussion on challenges where theory and practice deliver conflicting implications for system design.

11121314 651 - 659 of 659
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