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  • 1.
    Appelgren Heyman, Frej
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Olofsson, Mattias
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hansson, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Moberg, Jan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Olsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Can we rely on text originality check systems?: Evaluation of three systems used in higher education and suggestion of a new methodological test approach2012In: 5th International Plagiarism Conference Proceedings & Abstracts 2012: Celebrating Ten Years of Authentic Assessment (CD-ROM), Newcastle GB: Iparadigms Europe Ltd , 2012Conference paper (Refereed)
    Abstract [en]

    This study investigates the reliability of three originality check systems from the university teacher's perspective. It also describes a method for evaluating this type of systems. The three systems are examined with respect to the time used for the search, the ability to find plagiarism and the layout of the similarity report. The study was conducted in conjunction with the national procurement of a new national agreement for originality check systems and a Swedish higher education institution choice of a new system. The background is the teachers' use of the originality check system as part of the pedagogical efforts to prevent plagiarism and detect suspected fraud. The study does not discuss the whole plagiarism issue in higher education. Instead it focuses on the method used for the evaluation of and comparison between systems. Over 68,000 words from 167 plagiarized references, from different sources and subject areas were used to test the systems. The results show that systems can find only a portion of the plagiarized texts that were sent in to the systems for control and that there are major differences between the capabilities of the systems. 20, 63 and respectively 84 of the 167 references were indicated as plagiarism. Turnitin conducted searches of up to five minutes while the other two systems sometimes took considerably more time for the analysis. The investigation of the originality reports´ interface revealed that factors the evaluators considered differed between these systems. This disclosed that the reports can be more or less difficult to interpret. We can therefore not solely rely on the originality check system´s reliability. Consequently this leads to the conclusion that other educational activities should be emphasized as a much needed complement in the work of preventing and detecting fraud in the form of plagiarism

  • 2.
    Byungura, Jean Claude
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences. University of Rwanda, Rwanda.
    Hansson, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Olsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Evaluating the Model of IT-Institutional Alignment Practices for Higher Education Institutional Performance. Stakeholders’ insightsIn: Information Technology for Development, ISSN 0268-1102, E-ISSN 1554-0170Article in journal (Refereed)
    Abstract [en]

    Effective alignment between IT and institutional activities has to be created to improve performance in the university service delivery. A specific IT-Institutional Alignment Model (ITIAM) with practices for improving institutional performance was earlier suggested. This study aims to evaluate the earlier developed model and provide an outline of the evaluation outcomes. Using a seven-evaluation criteria framework, 11 case study institutions from Rwanda were explored. Data from questionnaires and in-depth interviews were analyzed to understand the model relevance and acceptability level. Findings indicated a high degree of the model relevance to support in creating IT alignment with university services. Likewise, the evaluation showed a high degree of model acceptability per all the seven evaluation criteria. Version 2 of this model was proposed based on the stakeholders’ opinions. Practical evaluation of the ITIAM model along with a real-time IT system implementation in university services is left for further endeavors of this research. 

  • 3.
    Byungura, Jean Claude
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences. University of Rwanda, Rwanda.
    Hansson, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Olsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Masengesho, Kamuzinzi
    University of Rwanda, Rwanda.
    An exploratory study on the practices of IT-institutional alignment for effective ICT integration in university services2019In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 15, no 1, p. 76-98Article in journal (Refereed)
    Abstract [en]

    The misalignment between information technology (IT) and institutions continues to be a major problem, more particularly in higher education institutions. This state leads to a lack of technology value addition and poor institutional performance. Prior studies proposed models and frameworks with various organizational practices of IT-Business alignment. However, similar research, considering higher education institutions, is scarce. Therefore, this study explores and identifies the dimensions and practices of IT-institutional alignment from a higher education context. An exploratory embedded multiple-case study strategy was used on the two largest universities in Rwanda and Mozambique. Document survey and interviews were used for data collection. The literature and 14 interviews were analyzed using a thematic analysis approach to identify patterns related to the alignment practices. This study identified 45 IT-alignment practices reflected from both institutions, and they were classified into six metrics as presented in the framework. Of these alignment practices, 27 reflect exceptionally the higher education context of teaching, learning, and research. The identified alignment practices can serve as a frame of reference for creating and assessing the alignment between technology and university activities in the case study of institutions or similar contexts. A statistical test and validation of these alignment practices are recommended.

  • 4.
    Ekecrantz, Stefan
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Parliden, Jenny
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Olsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Teaching-research Nexus or Mock Research? Student Factors, Supervision and the Undergraduate Thesis in History2015In: Enriching history teaching and learning: challenges, possibilities, practice: proceedings of the Linköping conference on history teaching and learning in higher eduction / [ed] David Ludvigsson, Alan Booth, Linköping: Linköping University , 2015, p. 15-32Conference paper (Refereed)
    Abstract [en]

    In this article preliminary results from an ongoing study of 88 undergraduate theses in history from five Swedish universities are presented. By matching thesis quality with individual student grades from upper secondary school two inter-related issues are discussed: how student prior knowledge relates to thesis quality in differrent groups, and how this can be understood in relation to a suggested phenomenon of direct influence on thesis quality independent of student learning.

  • 5. Hallberg, David
    et al.
    Olsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Self-regulated learning in students’ thesis writing2017In: International Journal of Teaching and Education, ISSN 2332-5828, E-ISSN 1875-0281, Vol. 5, no 1, p. 13-24Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to find answers to how self-regulated learning (SRL) and cooperation learning orientation correlate with study success. At DSV, a department of Stockholm University, a web based support system for students’ thesis writing referred to as SciPro was implemented. The system also allowed for statistics of thesis process. Through the SciPro system we were able to retrieve students and supervisors; data were retrieved from 45 supervisors and 47 students with regard to their respective responsibilities in the thesis writing process. Vermunt’s instrument, Inventory of Learning Styles (ILS), was employed to measure students’ SRL. Overall, the relation between SRL and completed thesis was not as strong as expected.

  • 6.
    Männikkö Barbutiu, Sirkku
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Gao, Shuting
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Käck, Annika
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Olsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Communicative spaces in MOOCs and Swedish Study Circles2015In: Proceedings of Global Learn 2015 / [ed] Theo Bastiaens, Gary Marks, Association for the Advancement of Computing in Education, 2015, p. 536-540Conference paper (Refereed)
    Abstract [en]

    Massive Open Online Courses (MOOCs) have become a common feature in higher education. The idea of opening up education for a wider population has been welcomed by many. How these new learning environments correspond to the requirements of individual learning is an issue of vital importance. In this paper, we will examine the MOOC phenomenon with the theoretical lense of Habermas influenced communicative space and compare the MOOC environment with that of Swedish Study Circles. Our examination suggests that the strong democratic and collaborative tradition of study circles might provide MOOC designers with a model that can help scaffolding MOOC education in ways beneficial to individual learners.

  • 7.
    Olsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    A preliminary exploration of operating models of second cycle/research led open education involving industry collaboration2014In: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207, Vol. 17, no 1Article in journal (Refereed)
    Abstract [en]

    Scientists from five Swedish universities were interviewed about open second cycle education. Research groups and scientists collaborate closely with industry, and the selection of scientists for the study was made in relation to an interest in developing technology-enhanced open education, indicated by applications for funding from the Knowledge Foundation 2013. The study is founded on Conole’s (2012) seven organizational purposes for open education, Coursera’s eight models (Daniel, 2012), and Clarke’s (2013) four strategies for open education, and raises the question whether open education and MOOCs might be a way to reinforce research collaborations and research environments. The researchers displayed a positive attitude towards expanding the technology-enhanced learning and openness, and foresee few problems with openness when industry participates in teaching. Nonetheless, the scientists’ operating models and strategies for developing technology-enhanced learning and open education, are vague. Conclusively: although the interest is obvious, in order to succeed with technology-enhanced open education and strengthening the research groups, the variables for purposes, operating models, strategies, pedagogic models, and obstacles need to be calibrated and made more deliberated, preferably in collaboration between the scientists and industry.

  • 8.
    Olsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Higher Education Lecturers’ Lived Experience of Going Public in MOOCs2017In: Open Praxis, ISSN 1369-9997, E-ISSN 2304-070X, Vol. 9, no 3, p. 287-297Article in journal (Refereed)
    Abstract [en]

    Academics in higher education are used to having their research publications reviewed and openly scrutinized. Teaching in higher education has traditionally been an individual academic’s activity that has taken place in a closed classroom. However, the introduction of open education, particularly massive open online courses (MOOCs) has challenged this. In MOOCs, lectures are recorded and made public for thousands of course participants to view. This study investigates, via semi-structured interviews, how 20 lecturers of 10 MOOCs at six Swedish Universities have experienced this. All have joined the projects voluntarily, but a few have done so with some ambivalence. For them, standing in front of the camera, publishing material and, to some extent, losing control of the course content was scary at the beginning of the projects. Overall, the lecturers overcame this and thought that it was a good opportunity to reach many students, as well as a way to keep up with the changing requirements for teaching in higher education.

  • 9.
    Olsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Open courses and MOOCs as professional development – is the openness a hindrance?2016In: Education + Training, ISSN 0040-0912, E-ISSN 1758-6127, Vol. 58, no 2, p. 229-243Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to analyse if open courses, including massive open online courses (MOOCs), can be used as professional development despite their openness since the openness not only brings together individuals from different organizations but also may make the results of collaboration public. Design/methodology/approach – The setting is eight companies in different sectors and networks, collaborating with Higher Education Institutions in developing open courses in externally funded projects. The opinions of managers and HR-specialists in the companies are investigated and analysed. Findings – The managers and HR-specialists are positive to open courses that deliver professional development. They consider the openness in this kind of course to be of no significant problem. The employee knows what can be shared and what can be kept secret. The conditions are, however, different depending on the kind of company and the kind of inter-company relationship that exists. Research limitations/implications – Several interesting questions arise for future research about the use of open courses as professional development in different categories of inter-firm relationship and trust. Practical implications – If the openness is not a hindrance open online courses would appear to meet the requirement of flexibility; they have the potential of being suitable for professional development for individuals who want to increase their competence, but also as organized professional development in organizations and businesses. Originality/value – This is one of the first studies of the openness as a potential hindrance when open courses including MOOCs are utilized as professional development.

  • 10.
    Olsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Teachers' Awareness of Guidelines for Quality Assurance when developing MOOCs2017In: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 13, no 1, p. 55-64Article in journal (Refereed)
    Abstract [en]

    This study focuses on teachers’ awareness of quality issues in relation to Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). Semi-structured interviews were conducted with 20 teachers at six Swedish HEIs while they developed open courses (MOOCs). The interviewees’ comments are divided into five categories, but the overall finding shows that the teachers were not part of any transparent quality assurance system. This was despite the fact that there were several examples of quality assurance work. The result relates to prevailing standards and guidelines for quality assurance ESG (2015) and Conole’s (2016) characteristics of good learning. The question of the adequacy of a quality system for innovative activities is raised.

  • 11.
    Olsson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Bergman, Maria
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Transnational eRubric Project (Sweden-Spain): e-Rubric som didaktiskt utbildningsverktyg för formativ bedömning inom förskollärarprogrammet: Ett transnationellt perspektiv på IKT mellan Spanien och Sverige. Future learn - Rapport 2012 – Stockholms universitet2013Report (Other academic)
    Abstract [sv]

    Projektet innebar att inom förskollärarprogrammet testa och utvärdera en metod som bygger på formativ bedömning genom IKT-verktyget eRúbrica. eRúbrica är ett verktyg och en metod för att bedöma processer i utbildning. Verktyget hjälper till med kommunikationen mellan lärare och student, deras utvärderingar och underlättar självstyrt lärande. Denna metod innebar att studenternas lärande och formativa bedömning fokuserades. Arbetet med att skapa kollaborativa lärmiljöer och bedöma enskilda studenters insatser, särskilt i stora grupper stöds. Studenterna kan därmed bli mer medvetna om lärprocesser och mer delaktiga i kursernas förväntade studieresultat och bidrar till en kvalitetssäkring av utbildningen. Metoden kan jämföras med två funktioner i Stockholms universitets textmatchningsverktyg Turnitin som också syftar till att underlätta kommunikationen mellan lärare och studenter. Samarbete inom eRubrica-projektet sker fortlöpande med en forskargrupp vid Malaga University. Erfarenheter från användningen av de för projektet relevanta funktionerna i Turnitin har diskuterats med systemansvariga för Turnitin vid Oxford University. Ytterligare input till projektet ger en referensgrupp med personer från olika fakulteter vid SU. Från Spanien var en projektledare involverad, professor Manuel Cebrian och från Sverige deltog projektledare Maria Elena Bergman från BUV (Barn- och ungdomsvetenskapliga institutionen) och Ulf Olsson från UPC (Universitetspedagogiskt centrum).

  • 12.
    Olsson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Cliff, Alan
    Cheah, Horn Mun
    Christie, Michael
    Käck, Annika
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Open Technology: Enhanced Higher Education, Professional Development and Research Collaboration2015Conference paper (Other academic)
    Abstract [en]

    There are more than one way forward for HEIs that wish to strategize how to best advance engagement with the wider society, address the changing need for professional development, develop learning technologies and establish international collaboration such as for research. The current study investigates, compares and discusses HEIs’ strategies for three areas: technology-enhanced education (including open courses); professional development of academic staff and research collaboration and engagement with business and other community stakeholders. The last issue is discussed in relation to Perez Vico et. al.’s (2014) categories of collaboration. The four HEIs involved in this study are the University of the Sunshine Coast, Australia, SIM University, Singapore, University of Cape Town, South Africa, and Stockholm University, Sweden. Formal documents about strategies and policies from each university are scrutinized in conjunction with interviews with managers who are responsible for educational development. Concepts and strategies for advancing blended learning courses and open and online courses are investigated. Making education available for lifelong learning, supporting economic growth, developing the region and interacting with the surrounding society are missions mentioned by some of the HEIs. The four HEIs apply different strategies to action mission statements and strategic plans.

  • 13.
    Olsson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hallberg, David
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Gaps and Overlaps in Supervisory Responsibilities: A Case Study of Bachelor’s and Master’s Students’ Thesis Writing in Two Departments2018In: Journal of Academic Writing, ISSN 1583-4387, E-ISSN 2225-8973, Vol. 8, no 1, p. 54-71Article in journal (Refereed)
    Abstract [en]

    This article focuses on how supervisors and students perceive their responsibilities at the beginning of the thesis writing process. Students in general do little research writing before beginning their Bachelor’s or Master’s programs and they often find academic writing to be a complicated task, which means that many do not complete their thesis writing within the stipulated time. A survey was conducted at the Department of Computer and Systems Sciences (DSV) and the Department of Child and Youth Studies (BUV) at Stockholm University, Sweden. In addition to the distribution of responsibility, participants ranked the importance of four issues: the student’s own collected data in the thesis; language, layout, and correct referencing; the thesis as an excellent product; and the student’s development of his or her competence. In general, students and supervisors agreed on the distribution of responsibilities between them and the importance of some of the issues. The opinions were coherent, considering the survey was conducted early in the thesis writing period. It is suggested that future research includes an in-depth investigation of cultural differences between departments.

  • 14.
    Olsson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Vogel, Olle
    Is the Openness a Problem in Open Workplace-Based Training?2014In: E-learning at Work and the workplace: from Education to Employment and Meaningful Work with ICTs: book of abstracts / [ed] António Moreira Teixeira, Budapest: European distance and E-learning Network , 2014, p. 3-Conference paper (Refereed)
    Abstract [en]

    The issue of openness in prospective open courses, in workplace-based training, is investigated in this explorative study. Staff responsible for training at five companies was interviewed about open courses and MOOCs as possible for work based training. Both the both the interviewees themselves and the company they belong to is collaborating with scientists at higher education institutions (HEIs). The study raises the question whether they consider open courses and MOOCs might be a way to reinforce workplace-based training supported by ICT tools. The companies displayed a positive attitude towards expanding the technology-enhanced learning and openness, and foresee few problems with the openness when they participate in teaching and other course activities. Nonetheless, the current use of ICT tools for communication and strategies to make use of technology-enhanced learning and open courses are surprisingly limited and vague although e-learning for well-defined routines is utilized. The size and business model of the companies are also factors that determine the potential interest for open courses. Conclusively: the interest is obvious in order to succeed with technology-enhanced and open workplace-based training and the issue of openness seems not to be a major hindrance. There is a large potential in collaboration between companies and in collaboration between the scientists and industry.

  • 15.
    Olsson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Vogel, Olle
    Open Courses as Corporate Training: The issue of openness, incentives and co-creation2015Conference paper (Other academic)
    Abstract [en]

    The development of co-creation in line with the development of higher education raises questions about the available opportunities and probable obstacles for collaboration between companies and universities in the development of open courses on the Internet. This study addresses the underlying issues.

1 - 15 of 15
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