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Klingberg-Allvin, M., Hatakka, M., Erlandsson, K., Osman, F., Byrskog, U. & Egal, J. (2019). "Change-makers in midwifery care": Exploring the differences between expectations and outcomes - a qualitative study of a midwifery net-based education programme in the Somali region. Midwifery, 69, 135-142
Open this publication in new window or tab >>"Change-makers in midwifery care": Exploring the differences between expectations and outcomes - a qualitative study of a midwifery net-based education programme in the Somali region
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2019 (English)In: Midwifery, ISSN 0266-6138, E-ISSN 1532-3099, Vol. 69, p. 135-142Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to explore midwifery educators’ expected outcomes in the net-based master's programme, the programmes’ realised outcomes and the reported difference regarding the increased choices for the graduates and the effect on their agency.

Design

In this case study, we focused on a net-based master's programme in sexual and reproductive health in Somalia. Somalia suffers from a shortage of skilled birth attendants and there is a need for building up the capacity of midwifery educators.

Setting and participants

Data was collected in focus group discussions at the start of the programme and eight months after the students graduated. The data were analysed through the lens of the choice framework, which is based on the capability approach.

Findings

Findings show that many of the graduates’ expectations were met, while some were more difficult to fulfil. While the midwives’ choices and resource portfolios had improved because of their role as educators, the social structure prevented them from acting on their agency, specifically in regards to making changes at the social level. Several of the positive developments can be attributed to the pedagogy and structure of the programme.

Conclusion

The flexibility of net-based education gave the midwifery educators a new educational opportunity that they previously did not have. Students gained increased power and influence on some levels. However, they still lack power in government organisations where, in addition to their role as educators, they could use their skills and knowledge to change policies at the social level.

Keywords
Net-based education, Quality midwifery education, Midwifery care, Somaliland, Capability approach, Choice framework
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Research subject
Health and Welfare
Identifiers
urn:nbn:se:du-29004 (URN)10.1016/j.midw.2018.11.007 (DOI)000454129800018 ()30503998 (PubMedID)2-s2.0-85057779256 (Scopus ID)
Available from: 2018-12-03 Created: 2018-12-03 Last updated: 2019-01-10Bibliographically approved
Erlandsson, K., Byrskog, U., Osman, F., Pedersen, C., Hatakka, M. & Klingberg-Allvin, M. (2019). Evaluating a model for the capacity building of midwifery eduators in Bangladesh through a blended, web-based master's programme. Global Health Action, 12(1), Article ID 1652022.
Open this publication in new window or tab >>Evaluating a model for the capacity building of midwifery eduators in Bangladesh through a blended, web-based master's programme
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2019 (English)In: Global Health Action, ISSN 1654-9716, E-ISSN 1654-9880, Vol. 12, no 1, article id 1652022Article in journal (Refereed) Published
Abstract [en]

Background: While setting international standards for midwifery education has attracted considerable global attention, the education and training of midwifery educators has been relatively neglected, particularly in low-resource settings where capacity building is crucial. Objective: The aim of this study was to describe the expectations of midwifery educators in Bangladesh who took part in a blended web-based master's programme in SRHR and the extent to which these were realized after 12 months of part-time study. Methods: Both quantitative and qualitative methods have been used to collect data. A structured baseline questionnaire was distributed to all participants at the start of the first course (n = 30) and a second endpoint questionnaire was distributed after they (n = 29) had completed the core courses one year later. At the start of the first course, five focus group discussions (FGD) were held with the midwifery educators. Descriptive statistics and content analysis were used for the analyses. Results: Midwifery educators who took part in the study identified expectations that can be grouped into three distinct areas. They hoped to become more familiar with technology, anticipated they would learn pedagogical and other skills that would enable them to better support their students' learning and thought they might acquire skills to empower their students as human beings. Participants reported they realized these ambitions, attributing the master's programme with helping them take responsibility for their own teaching and learning, showing them how to enhance their students' learning and how to foster reflective and critical thinking among them. Conclusions: Midwifery educators have taken part in a creative learning environment which has developed their engagement in teaching and learning. They have done this using a blended learning model which combines online learning with face-to-face contact. This model can be scaled up in low resource and remote settings.

Keywords
Bangladesh, Midwifery education, South Asia, capacity building, web-based education
National Category
Health Sciences
Research subject
Health and Welfare
Identifiers
urn:nbn:se:du-30616 (URN)10.1080/16549716.2019.1652022 (DOI)000480727300001 ()31411128 (PubMedID)2-s2.0-85071029632 (Scopus ID)
Available from: 2019-08-16 Created: 2019-08-16 Last updated: 2019-09-17Bibliographically approved
Erlandsson, K., Osman, F., Hatakka, M., Egal, J. A., Byrskog, U., Pedersen, C. & Klingberg-Allvin, M. (2017). Evaluation of an online master’s programme in Somaliland. A phenomenographic study on the experience of professional and personal development among midwifery faculty. Nurse Education in Practice, 25, 96-103
Open this publication in new window or tab >>Evaluation of an online master’s programme in Somaliland. A phenomenographic study on the experience of professional and personal development among midwifery faculty
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2017 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 25, p. 96-103Article in journal (Refereed) Published
Abstract [en]

To record the variation of perceptions of midwifery faculty in terms of the possibilities and challenges related to the completion of their first online master's level programme in Sexual and Reproductive Health and Rights in Somaliland. The informants included in this phenomenongraphical focus group study were those well-educated professional women and men who completed the master's program. The informant perceived that this first online master's level programme provided tools for independent use of the Internet and independent searching for evidence-based information, enhanced professional development, was challenge-driven and evoked curiosity, challenged professional development, enhanced personal development and challenged context-bound career paths. Online education makes it possible for well-educated professional women to continue higher education. It furthermore increased the informants' confidence in their use of Internet, software and databases and in the use of evidence in both their teaching and their clinical practice. Programmes such as the one described in this paper could counter the difficulties ensuring best practice by having a critical mass of midwives who will be able to continually gather contemporary midwifery evidence and use it to ensure best practice. An increase of online education is suggested in South-central Somalia and in similar settings globally.

Place, publisher, year, edition, pages
Elsevier, 2017
Keywords
Online education, Net-based education, Midwifery education, Human rights
National Category
Health Sciences
Research subject
Health and Welfare
Identifiers
urn:nbn:se:du-25050 (URN)10.1016/j.nepr.2017.05.007 (DOI)28575755 (PubMedID)2-s2.0-85019746618 (Scopus ID)
Note

Open Access APC beslut 15/2017

Available from: 2017-05-29 Created: 2017-05-29 Last updated: 2017-06-21Bibliographically approved
Strand, C. & Hatakka, M. (2017). Mobile phones as a citizen-controlled anti-corruption tool in East Africa: a literature review. In: Jyoti Choudrie, M. Sirajul Islam, Fathul Wahid, Julian M. Bass, Johanes Eka Priyatma (Ed.), Information and Communication Technologies for Development: 14th IFIP WG 9.4 International Conference on Social Implications of Computers in Developing Countries, ICT4D 2017 Yogyakarta, Indonesia, May 22–24, 2017, Proceedings. Paper presented at 14th IFIP WG 9.4 International Conference on Social Implications of Computers in Developing Countries, ICT4D 2017 Yogyakarta, Indonesia, May 22–24, 2017 (pp. 753-764). Springer
Open this publication in new window or tab >>Mobile phones as a citizen-controlled anti-corruption tool in East Africa: a literature review
2017 (English)In: Information and Communication Technologies for Development: 14th IFIP WG 9.4 International Conference on Social Implications of Computers in Developing Countries, ICT4D 2017 Yogyakarta, Indonesia, May 22–24, 2017, Proceedings / [ed] Jyoti Choudrie, M. Sirajul Islam, Fathul Wahid, Julian M. Bass, Johanes Eka Priyatma, Springer, 2017, p. 753-764Conference paper, Published paper (Refereed)
Abstract [en]

Despite agreement amongst donors, business and political leaders concerning the negative effects of corruption, levels have not fallen in East Africa. The continued high levels of corruption, reassert the need for a better understanding if mobile phones, if prolific enough, can be an effective tool against corruption. Through a literature review of ten years M4D and ICT4D research on mobiles as a citizens-controlled tool for (a) accessing government information either directly or through citizens’ crowd-sourcing of information and (b) mobilization to demand greater government transparency, as well as,(c) instantaneous reporting of corruption in East Africa; this study attempts to gauge the status of this research field. The review included the ten highest ranking open access ICT4D journals, and six journals from parent disciplines;information system and development studies, as well as conference proceedings from the M4D conferences, and the SIG Globdev Workshops. The review concludes that earlier optimism around mobiles’ potential to support citizens’ counter-corruption actions, has not resulted in a significant body of research. Nor does the literature provide any substantive clues as to why this urgent topich as not been explored more fully.

Place, publisher, year, edition, pages
Springer, 2017
Series
IFIP Advances in Information and Communication Technology, ISSN 1868-4238 ; 504
Keywords
Mobiles, Corruption, Transparency, Accountability, East Africa
National Category
Information Systems, Social aspects
Research subject
Complex Systems – Microdata Analysis
Identifiers
urn:nbn:se:du-25071 (URN)10.1007/978-3-319-59111-7 (DOI)000435147700061 ()978-3-319-59110-0 (ISBN)978-3-319-59111-7 (ISBN)
Conference
14th IFIP WG 9.4 International Conference on Social Implications of Computers in Developing Countries, ICT4D 2017 Yogyakarta, Indonesia, May 22–24, 2017
Available from: 2017-05-31 Created: 2017-05-31 Last updated: 2018-07-05Bibliographically approved
Asiimwe, E. N., Grönlund, Å. & Hatakka, M. (2017). Practices and challenges in an emerging m-learning environment. ijEDict - International Journal of Education and Development using Information and Communication Technology, 13(1), 103-122
Open this publication in new window or tab >>Practices and challenges in an emerging m-learning environment
2017 (English)In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 13, no 1, p. 103-122Article in journal (Refereed) Published
Abstract [en]

This study reports an interpretative case study investigating practices and challenges in an emerging m-learning environment at Makerere University in Uganda. The research was part of the MobiClass pilot project. Data was collected by means of observations and interviews with teachers and various m-learning support staff, including teacher trainers, systems administrators and a software developer. The Framework for Rational Analysis of Mobile Education (FRAME) is used as an analytic framework. The research focuses on how learning content management systems (LCMS) are implemented and used for m-learning purposes. We observed teacher training and m-learning content development practices and found that teacher skills for developing educational content, institutional m-learning policies and training programs are crucial success factors. The main finding is the importance of the support staff; it takes a long time to implement new technology and change teaching practices, support staff is needed to manage, inspire and support student and teachers.

Keywords
M-learning; Emerging M-learning Environments; M-learning Content Management Systems; Instructional Design; Framework for Rationale Analysis of Mobile Education
National Category
Information Systems, Social aspects
Research subject
Complex Systems – Microdata Analysis, General Microdata Analysis - others
Identifiers
urn:nbn:se:du-24796 (URN)
Available from: 2017-05-04 Created: 2017-05-04 Last updated: 2018-01-02Bibliographically approved
Thapa, D. & Hatakka, M. (2017). Understanding ICT in ICT4D: An Affordance Perspective. In: Proceedings of the 50th Hawaii International Conference on System Sciences (HICSS): . Paper presented at Hawaii International Conference on System Sciences (HICSS), Hilton Waikoloa Village, Hawaii, January 4-7, 2017.
Open this publication in new window or tab >>Understanding ICT in ICT4D: An Affordance Perspective
2017 (English)In: Proceedings of the 50th Hawaii International Conference on System Sciences (HICSS), 2017Conference paper, Published paper (Refereed)
Abstract [en]

Understanding the role of ICT for development is at the core of ICT4D research. However, prevailing research in this field most often focuses on access or readiness of a technology, or on the outcomes of the technology use. Less attention has been paid to understand the mechanism of the technology use that leads to the outcomes. The question of why ICT in a development context sometimes work and sometimes does not work still remains a subject of enquiry. To enhance our understanding in this regard, we propose to use the concept of affordances to unfold the “black boxed” nature of ICT. We revisited a case from Kenya to illustrate the application of affordances in a ICT4D context. The findings show that the benefits of ICT can be harnessed only if the users in the underprivileged communities can perceive and actualize the affordances of the ICT. However, what is ICT affordances, and how people perceive and actualize the affordances in the context of developing countries are the issues that we delve in this paper

Keywords
ICT4D, Affordances, Developing Countries, Education
National Category
Information Systems, Social aspects
Research subject
Complex Systems – Microdata Analysis, General Microdata Analysis - others
Identifiers
urn:nbn:se:du-24243 (URN)978-0-9981331-0-2 (ISBN)
Conference
Hawaii International Conference on System Sciences (HICSS), Hilton Waikoloa Village, Hawaii, January 4-7, 2017
Available from: 2017-02-10 Created: 2017-02-10 Last updated: 2017-02-10Bibliographically approved
Andersson, A. & Hatakka, M. (2017). Victim, Mother, or Untapped Resource? Discourse Analysis of the Construction of Women in ICT Policies. Information Technologies & International Development, 13(2017), 72-86
Open this publication in new window or tab >>Victim, Mother, or Untapped Resource? Discourse Analysis of the Construction of Women in ICT Policies
2017 (English)In: Information Technologies & International Development, ISSN 1544-7529, Vol. 13, no 2017, p. 72-86Article in journal (Refereed) Published
Abstract [en]

This article analyzes the construction of women in national ICT policies in South and Southeast Asia. The aim is to unravel the role ascribed to women in these policies and how this affects suggested measures. The research is based on critical discourse analysis and shows that women are mainly constructed as victims, mothers, or an untapped resource. We argue that if women are speciªcally targeted in policies, careful attention should be given to how they are portrayed. Our analysis also shows that in most cases the suggested solutions on how to include women in the ICT society only deal with the symptoms of gender inequality rather than the structures that prevent equal opportunities. We conclude by discussing implications for research and practice.

National Category
Information Systems, Social aspects
Research subject
Complex Systems – Microdata Analysis, General Microdata Analysis - others
Identifiers
urn:nbn:se:du-24712 (URN)
Available from: 2017-04-18 Created: 2017-04-18 Last updated: 2017-04-18Bibliographically approved
Hatakka, M., Devinder, T. & Sæbø, Ø. (2016). A Framework for Understanding the Link Between ICT and Development: How Affordances Influence Capabilities. In: Proceedings of SIG GlobDev Ninth Annual Workshop, Dublin, Ireland, December 11, 2016: . Paper presented at SIG GlobDev, Dublin, December 11 2016.
Open this publication in new window or tab >>A Framework for Understanding the Link Between ICT and Development: How Affordances Influence Capabilities
2016 (English)In: Proceedings of SIG GlobDev Ninth Annual Workshop, Dublin, Ireland, December 11, 2016, 2016Conference paper, Published paper (Refereed)
Abstract [en]

Understanding the role of ICT in development is at the core of the ICT4D field. However, while most agree that ICT do contribute to development, the question of how is still not fully explored. In this research-in-progress, we propose a framework that combines two theoretical lenses, the choice framework (that is based on the capability approach) and affordances, to increase our understanding of ICTs role in the development process. The capability approach considers development as freedoms for people to live the lives they have a reason to value. The affordance theory describes action possibilities allowed by material properties, thereby allowing the examination of how individuals explore material properties of information systems with the objective of enhancing their capabilities. We argue that, by combining the choice framework with affordances we can better explain the role of ICT in the development process, and explain how individuals’ agency and social structures influence their ability to perceive affordances in their interaction with the ICT.

Keywords
capability approach, choice framework, affordances, framework, ICT4D
National Category
Information Systems, Social aspects
Research subject
Complex Systems – Microdata Analysis, General Microdata Analysis - others
Identifiers
urn:nbn:se:du-23458 (URN)
Conference
SIG GlobDev, Dublin, December 11 2016
Available from: 2016-11-23 Created: 2016-11-23 Last updated: 2017-01-31Bibliographically approved
Andersson, A., Wiklund, M. & Hatakka, M. (2016). Emerging Collaborative and Cooperative Practices in 1:1 Schools. Technology, Pedagogy and Education, 25(4), 413-430
Open this publication in new window or tab >>Emerging Collaborative and Cooperative Practices in 1:1 Schools
2016 (English)In: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 25, no 4, p. 413-430Article in journal (Refereed) Published
Abstract [en]

In this paper we explore how laptops used in 1:1 classrooms affect cooperation and collaboration practices. Based on an observational time study we find that the most common activity in 1:1 classrooms is group work using the computer. We also found that despite what the concept 1:1 alludes about one student working with one computer, most laptop use takes on other forms such as two students working with one computer (1:2) or two students working together using two laptops (2:2). The findings reported in this paper about the various different collaboration arrangements have implications for both research and practice. Practice because teachers can arrange activities based on an awareness of the different student-laptop constellations that emerge when students are given a laptop. Research is likewise informed about the various group work constellations and can build on this knowledge for further analysis of the pros and cons with the different collaborative forms. 

Keywords
cooperative and collaborative learning; constructivism; 1:1 classrooms; learning design; observational time study
National Category
Information Systems, Social aspects
Research subject
Complex Systems – Microdata Analysis
Identifiers
urn:nbn:se:du-21140 (URN)10.1080/1475939X.2015.1060896 (DOI)
Projects
UnosUno
Available from: 2015-04-07 Created: 2016-02-24 Last updated: 2017-06-05Bibliographically approved
Avdic, A., Artursson Wissa, U. & Hatakka, M. (2016). Socratic flipped classroom: What types of questions and tasks promote learning?. In: Jarmila Novotna & Antonin Jancarik (Ed.), Proceedings of the 15th European Conference on e-Learning ECEL 2016: . Paper presented at 15th European Conference on e-Learning ECEL 2016. Charles University, Prague, Czech Republic 27-28 October 2016 (pp. 41-48). Reading UK
Open this publication in new window or tab >>Socratic flipped classroom: What types of questions and tasks promote learning?
2016 (English)In: Proceedings of the 15th European Conference on e-Learning ECEL 2016 / [ed] Jarmila Novotna & Antonin Jancarik, Reading UK, 2016, p. 41-48Conference paper, Published paper (Refereed)
Abstract [en]

Socratic questioning stresses the importance of questioning for learning. Flipped Classroom pedagogy generates a need for effective questions and tasks in order to promote active learning. This paper describes a project aimed at finding out how different kinds of questions and tasks support students’ learning in a flipped classroom context. In this study, during the flipped courses, both the questions and tasks were distributed together with video recordings. Answers and solutions were presented and discussed in seminars, with approximately 10 participating students in each seminar. Information Systems students from three flipped classroom courses at three different levels were interviewed in focus groups about their perceptions of how different kinds of questions and tasks supported their learning process. The selected courses were organized differently, with various kinds of questions and tasks. Course one included open questions that were answered and presented at the seminar. Students also solved a task and presented the solution to the group. Course two included open questions and a task. Answers and solutions were discussed at the seminars where students also reviewed each other’s answers and solutions. Course three included online single- and multiple choice questions with real-time feedback. Answers were discussed at the seminar, with the focus on any misconceptions. In this paper we categorized the questions in accordance with Wilson (2016) as factual, convergent, divergent, evaluative, or a combination of these. In all, we found that any comprehensible question that initiates a dialogue, preferably with a set of Socratic questions, is perceived as promoting learning. This is why seminars that allow such questions and discussion are effective. We found no differences between the different kinds of Socratic questions. They were seen to promote learning so long as they made students reflect and problematize the questions. To conclude, we found that questions and tasks promote learning when they are answered and solved in a process that is characterized by comprehensibility, variation, repetition and activity.

Place, publisher, year, edition, pages
Reading UK: , 2016
Series
Proceedings on the European Conference of e-Learning, ISSN 2048-8637
Keywords
Flipped classroom, questions, tasks, Socratic questioning
National Category
Information Systems, Social aspects
Research subject
Complex Systems – Microdata Analysis, General Microdata Analysis - others
Identifiers
urn:nbn:se:du-23451 (URN)978-1-911218-17-3 (ISBN)
Conference
15th European Conference on e-Learning ECEL 2016. Charles University, Prague, Czech Republic 27-28 October 2016
Available from: 2016-11-23 Created: 2016-11-23 Last updated: 2017-05-18Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1076-3442

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