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  • 1.
    Mondlane, Avelino
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences. Eduardo Mondlane University, Mozambique.
    Hansson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Popov, Oliver
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Muianga, Xavier
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences. Eduardo Mondlane University, Mozambique.
    ICT for Social Networking in Flood Risk and Knowledge Management Strategies - an MCDA approach2013In: International Journal of Computer and Information Science and Engineering, ISSN 1307-4164, Vol. 7, no 10, p. 330-336Article in journal (Refereed)
    Abstract [en]

    This paper discusses the role and importance of Information and Communication Technologies (ICT) and social Networking (SN) in the process of decision making for Flood Risk and Knowledge Management Strategies. We use Mozambique Red Cross (CVM) as the case study and further more we address scenarios for flood risk management strategies, using earlier warning and social networking and we argue that a sustainable desirable stage of life can be achieved by developing scenario strategic planning based on backcasting.

  • 2.
    Muianga, Xavier
    Eduardo Mondlane University, Mozambique.
    Blended online and face-to-face learning: A pilot project in the Faculty of Education, Eduardo Mondlane University2005In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 1, no 2, p. 130-144Article in journal (Refereed)
    Abstract [en]

    This paper is about the introduction of blended online and face-to-face learning to the Faculty of Education at Eduardo Mondlane University (EMU) in Mozambique. The main objective of the intervention was to explore the use of a course management system (CMS) within a flexible, student-centred teaching and learning strategy. The author selected two courses, developed an implementation plan, and designed blended versions of the courses, which replaced much of the face-to-face contact teaching with online contact via a course management system. This study is a part of a larger project to develop new teaching and learning methods for the new Education faculty and for EMU as a whole. The study includes a cost and benefit assessment and an assessment of the strengths and weaknesses of learning technologies. Project results include quantitative and qualitative information on the use of the CMS such as the access conditions of students and educators; student preferences across a range of activities; barriers to the use of computers; teaching and learning methods; the useability of the CMS as perceived by students; and barriers to the use of a CMS. The conclusion identifies institutional challenges, and offers recommended solutions to provide the human and technological infrastructure needed for effective implementation of a CMS across the university.

  • 3.
    Muianga, Xavier
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    The role of ICT in the shift towards student-centred learning in higher education: Eduardo Mondlane University, Mozambique: A case study2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Over recent decades, there has been a significant rise in the use of information and communication technology (ICT) and a greater emphasis on student-centred learning (SCL) in higher education all over the world. The introduction of ICT- and SCL-based approaches is intended to improve the quality of teaching and learning to better prepare students for the 21st century workplace. Despite the curricular reform initiated in the early 2000s which involved the introduction of ICT and SCL, teachers continued to use traditional teaching methods, and ICT played a secondary role in teaching and learning. The current research study uses four different theoretical frameworks and models to explore and analyse the use of ICT in combination with SCL to improve teaching and learning practices at Eduardo Mondlane University (UEM), Mozambique.

    An interpretative research approach was used to examine the introduction of a new pedagogical model with support for ICT for teaching and learning. Action research to introduce pedagogical innovation and the use of a case study to analyse the process of curricular reform were the overall research strategies, and the aim of this was to gain a better understanding of the impact of SCL and ICT on the lecturers and on changes to teaching and learning methodologies across the University. Data were collected using a combination of interviews (37 students and 24 lecturers from UEM, and managers, ICT and distance education experts from six different universities), questionnaires (66 students and 104 lecturers from UEM, and managers, ICT and distance education experts from 13 different universities including UEM), observations, and workshops with students and lecturers.

    The findings showed that the adapted flexibility-activity framework can combine any teaching and learning methods and strategies, with a focus on a student-centred approach, depending on the learning competency and learning objectives that students are expected to develop. This research study contributed to the design of new curricula within an integrated ICT and SCL, as well as a desirable instructional design of the courses that is appropriate to the UEM context. The research study also analysed several factors drawn from different frameworks of pedagogical innovation using ICT, and identified further factors that have been implemented and have contributed to improving teaching and learning at UEM. Key factors include institutional policies, ICT infrastructure, access, pedagogical approaches, and partnerships with the public and private sector, and these have contributed to the effectiveness of SCL and ICT education. It is shown that the particular interests of the teacher and students are the primary factor in the successful implementation of SCL and ICT. Moreover, the findings contribute to the design and implementation of new training and professional development, based on technological pedagogical and content knowledge (TPACK) principles and on contributions from lecturers and pedagogical coordinators from several higher education institutions in Mozambique. Despite the changes that are taking place at UEM, the allocation of incentives by the institution at faculty and school level and the engagement of the teachers remain factors constituting a barrier to effective implementation.

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  • 4.
    Muianga, Xavier
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Byungura, Jean Claude
    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.
    Peiris Colombage, Ranil
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mutimucuio, Inocente
    Eduardo Mondlane University, Mozambique.
    Blended learning systems in tertiary education: A comparative analysis of two universities from Rwanda and Mozambique2016In: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016, Association for the Advancement of Computing in Education, 2016, p. 1006-1015Conference paper (Refereed)
    Abstract [en]

    This study is about analyzing the state of the art of blended learning systems comparatively with reference to complex adaptive system framework from two developing countries namely Rwanda and Mozambique. A qualitative approach was carried out, based on a comparison of the results of interviews conducted in both institutions. 22 lecturers, 25 students, two IT staff, two distance education experts and two managers from both were interviewed in the discourse form. The results show that in two cases, Institution has not recognized and implemented strategies to create a sustainable BL environment. Status of technology is different in two cases, but there are signs of improvements in all two cases. The most interesting finding is two selected cases have initiated integration of ICT using BL approach, but they have not seen BL as a complex system. Therefore, BL systems development has not considered the systems thinking approach, and there are conflicts between subsystems.

  • 5.
    Muianga, Xavier
    et al.
    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.
    Nilsson, Anders
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mondlane, Avelino
    Mutimucuio, Inocente
    Guambe, Alsone
    ICT in Education in Africa - Myth or Reality: A Case Study of Mozambican Higher Education Institutions2013In: The African Journal of Information Systems, ISSN 1936-0282, E-ISSN 1936-0282, Vol. 5, no 3, p. 106-117Article in journal (Refereed)
    Abstract [en]

    In the last decade, there has been a growth in Information Communication and Technology for Education (ICT4E) in sub-Saharan Africa. Through support from local and international development agencies, several Higher Education Institutions (HEIs) have engaged in introducing, implementing and supporting ICT4E. This study aims at providing a description and analysis of the current state of ICT4E implementation in HEIs in Mozambique. An exploratory study of 19 HEIs was conducted using open ended questionnaires and interviews. The results show that the country has advanced greatly in terms of design and implementation of ICT policies, as well as telecommunication. Additionally, MoReNet the national education research network supports ICT infrastructure capacity building in HEIs through its nationwide data network that interconnects academic and research institutions. Teacher centered approaches are still the dominant pedagogy.

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    fulltext
  • 6.
    Muianga, Xavier Justino
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Männikkö Barbutiu, Sirkku
    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.
    Vasco Mutimucuio, Inocente
    Teachers´ perspective towards professional development regarding the use of SCL approaches and ICT: A quantitative case study of Eduardo Mondlane University, Mozambique2019In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 15, no 2, p. 79-97Article in journal (Refereed)
    Abstract [en]

    Eduardo Mondlane University (UEM) has carried out a curricular reform since 2000 to introduce Student Centered Learning (SCL) as well as the use of Information and Communication Technology (ICT). To meet the demands of this reform, UEM has introduced professional development training for teachers. The Technological Pedagogical Content Knowledge (TPACK) model was used as a theoretical framework to design the training and to evaluate how, if at all, professional development training has changed the pedagogical practice. This quantitative study has its focus on teachers who in a period of 3 years followed the training. 147 teachers returned a questionnaire, from which 92 who used SCL and ICT for teaching and learning purposes - were selected for this study. Results indicate that professional development has an impact on teachers' beliefs and practices. It supports the shift from traditional teacher-centered instruction to SCL. Teachers who attended the training are more likely to use ICT and SCL. They got a different perception of the impact of professional development on their day-to-day work and the lives of students. In addition, teachers who participated and used ICT believe that ICT contributes to changes in students’ learning outcomes and the quality of educational processes.

  • 7.
    Muianga, Xavier
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Klomsri, Tina
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Tedre, Matti
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mutimucuio, Inocente
    From Teacher-Oriented to Student-Centred Learning: Developing an ICT-Supported Learning Approach at the Eduardo Mondlane University, Mozambique2018In: The Turkish Online Journal of Educational Technology - TOJET, ISSN 1303-6521, Vol. 17, no 2, p. 46-54Article in journal (Refereed)
    Abstract [en]

    Eduardo Mondlane University (UEM) is in the process of modernising its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with Web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored—using action research strategy—to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course. Eight semi-structured interviews with students were combined with sixteen classroom observations to see how students used the Learning Management System (LMS) and Web 2.0 tools over eight weeks. Content analysis was used for interviews and information produced by students. The results showed that collaboratively e-learning supported the development of students’ information management and problem-solving skills and their use of metacognitive strategies for self-regulated learning. Information and Communication Technology (ICT)–supported, problem-based learning contributed to greater intrinsic motivation. However, not all students were ready to adopt an active role. At the start, they saw teaching as a one-way knowledge transfer. This article recommends that e-learning initiatives in Mozambique always go together with an ICT-based literacy course and training in 21st-century learning skills.

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    fulltext
  • 8.
    Muianga, Xavier
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Männikkö Barbutiu, Sirkku
    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.
    Mutimucuio, Inocente
    Teachers’ perspectives on professional development in the use of SCL approaches and ICT: A quantitative case study of Eduardo Mondlane University, MozambiqueManuscript (preprint) (Other academic)
    Abstract [en]

    Eduardo Mondlane University (UEM) has carried out a curricular reform since 2000 to introduce Student Centered Learning (SCL) as well as the use of Information and Communication Technology (ICT). To meet the demands of this reform, UEM has introduced professional development training for teachers. The Technological Pedagogical Content Knowledge (TPACK) model was used as a theoretical framework to design the training and to evaluate how, if at all, professional development training has changed the pedagogical practice. This quantitative study has its focus on teachers who in a period of 3 years followed the training. 147 teachers returned a questionnaire, from which 92 who used SCL and ICT for teaching and learning purposes - were selected for this study. Results indicate that professional development has an impact on teachers' beliefs and practices. It supports the shift from traditional teacher-centered instruction to SCL. Teachers who attended the training are more likely to use ICT and SCL. They got a different perception of the impact of professional development on their day-to-day work and the lives of students. In addition, teachers who participated and used ICT believe that ICT contributes to changes in students’ learning outcomes and the quality of educational processes.

1 - 8 of 8
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