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Gu, Limin
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Publications (10 of 43) Show all publications
Gu, L. (2019). Digital Transformation in Education and Its impact on School Governance: The European and Swedish Experiences and Reflections. In: The Institution of Schooling Reform and Development, ECNU (Ed.), International Conference in School Governance: Trends, Challenges and Countermeasures: . Paper presented at International Conference in School Governance: Trends, Challenges and Countermeasures (pp. 68-82). Shanghai, China
Open this publication in new window or tab >>Digital Transformation in Education and Its impact on School Governance: The European and Swedish Experiences and Reflections
2019 (English)In: International Conference in School Governance: Trends, Challenges and Countermeasures / [ed] The Institution of Schooling Reform and Development, ECNU, Shanghai, China, 2019, p. 68-82Conference paper, Published paper (Refereed)
Abstract [en]

This paper describes and discusses the transformation of school governance in the era of digitalization in education. It focuses on how the production and use of big data at different levels affect policymaking and how big data-based policies have the consequences in education practices within the European education contexts and from the Swedish experiences. The datafication of education through digital technology gives rise to the digital governance of education that increasingly influences the organisation and management of the national education system, which is resulted in the structure shifts in education governance. On the one hand, big data derived from testing and surveys facilitates the comparison and creation of global benchmarks that impacts the governance of education systems to be more centralised at international and national level. And on the other hand, when data and information become more available at the local level, it enables organisational-level decision-making to break down hierarchical structures and become more distributed. Data based steering at different levels then puts considerable pressure on schools through the organised school inspection system, the strategy of self-monitoring, self-evaluation and self-formation that are closely related to managerial accountability or answerability of school governance.

Place, publisher, year, edition, pages
Shanghai, China: , 2019
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-167927 (URN)
Conference
International Conference in School Governance: Trends, Challenges and Countermeasures
Projects
lict
Available from: 2020-02-06 Created: 2020-02-06 Last updated: 2020-04-03
Gu, L. (2018). Home-school Communication through a Web-based Learning Management System: Experiences and lessons. In: Linda Morris, Costas Tsolakidis (Ed.), The International Conference on Information Communication Technologies in Education (ICICTE 2018) Proceedings: . Paper presented at ICICTE 2018, International Conference on Information, Communication Technologies in Education, Chania, Crete, Greece, 5–7 July, 2018 (pp. 198-212). Chania, Greece
Open this publication in new window or tab >>Home-school Communication through a Web-based Learning Management System: Experiences and lessons
2018 (English)In: The International Conference on Information Communication Technologies in Education (ICICTE 2018) Proceedings / [ed] Linda Morris, Costas Tsolakidis, Chania, Greece, 2018, p. 198-212Conference paper, Published paper (Refereed)
Abstract [en]

The purpose of this paper is to explore teachers’ (N=454) experiences and perceptions with regard to the use of a new web-based learning management system (LS) in home-school communication in Swedish schools. The results indicated a great dissatisfaction with its functional features among the teachers, which negatively impacted the attitudes and beliefs towards the usefulness and ease of use of LS for communication. This in turn prevented teachers’ and parents’ use of the LS and caused a general decrease in home-school communication in daily pr actices, especially for those disadvantaged parent.

Place, publisher, year, edition, pages
Chania, Greece: , 2018
Keywords
Learning Management System (LMS), Learning Space (LS), implementation process, home-school communication, teacher survey
National Category
Pedagogy
Research subject
Pediatrics
Identifiers
urn:nbn:se:umu:diva-150275 (URN)978-1-9996549-1-7 (ISBN)
Conference
ICICTE 2018, International Conference on Information, Communication Technologies in Education, Chania, Crete, Greece, 5–7 July, 2018
Projects
lict
Available from: 2018-08-01 Created: 2018-08-01 Last updated: 2020-03-17Bibliographically approved
Gu, L. (2018). Integrating Web-based Learning Management System in Home-school Communication. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.), EDULEARN18 Proceedings: . Paper presented at 10th International Conference on Education and New Learning Technologies. Palma, Spain 2-4 July, 2018 (pp. 4255-4264). Palma, Spain: IATED
Open this publication in new window or tab >>Integrating Web-based Learning Management System in Home-school Communication
2018 (English)In: EDULEARN18 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Palma, Spain: IATED , 2018, p. 4255-4264Conference paper, Published paper (Refereed)
Abstract [en]

Well-functioning home-school communication is seen as a fundamental prerequisite for improving parental involvement in school development and in children’s schooling. Traditionally, face-to-face, telephone and email contacts between teachers and parents have been the main pathways for home-school communication. Nowadays, almost all K-12 schools in Sweden have an integrated so-called learning management system (LMS) that enables the systematic management of school administration, teaching and learning, as well as internal and external information and communication. In spring 2015, one municipality in Sweden started to implement a new web-based LMS called Learning Space (LS) in all public schools. To evaluate its implementation process with regard to the teachers’ experiences, an online questionnaire was sent to all grade 1-12 teachers in the municipality. This study is part of the evaluation project. The purpose of this paper is to explore teachers’ (N=454) experiences and perceptions with regard to the use of LS in home-school communication. The utilisation of LMS framework developed by Asiri, Mahmud, Bakar and Ayub (2012) was adopted to identify critical factors for integrating new technology. The results indicated a great dissatisfaction with functional features of LS and the implementation process among the teachers, which negatively impacted the attitudes and beliefs towards the usefulness and ease of use of LS for communication between home and school. This in turn prevented teachers’ and parents’ use of LS, and caused a general decrease in home-school communication in daily practices, especially for those disadvantaged parents, according to the teachers. There is a need to reflect on the implementation process and to improve the system. A successful implementation of technology in education calls for policy commitment, quality features of the technical design, sufficient organisational support, and positive personal attitudes and efforts.

Place, publisher, year, edition, pages
Palma, Spain: IATED, 2018
Series
EDULEARN Proceedings, ISSN 2340-1117
Keywords
Learning Management System (LMS), Learning Room (LR), perceived usefulness, perceived ease of use, home-school communication, teacher survey
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-150274 (URN)10.21125/edulearn.2018.1073 (DOI)978-84-09-02709-5 (ISBN)
Conference
10th International Conference on Education and New Learning Technologies. Palma, Spain 2-4 July, 2018
Projects
lict
Available from: 2018-08-01 Created: 2018-08-01 Last updated: 2020-03-17Bibliographically approved
Gu, L. (2018). Prepare teachers with the competencies needed for home-school cooperation: a literature review. In: NERA 2018 – 46th CONGRESS, Educational Research: Boundaries, Breaches and Bridges: . Paper presented at 46th Congress of the Nordic Educational Research Association (NERA), Educational Research: Boundaries, Breaches and Bridges, 8-10 March 2018, University of Oslo, Norway (pp. 384-384). Olso
Open this publication in new window or tab >>Prepare teachers with the competencies needed for home-school cooperation: a literature review
2018 (English)In: NERA 2018 – 46th CONGRESS, Educational Research: Boundaries, Breaches and Bridges, Olso, 2018, p. 384-384Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Previous research reveals the importance of teachers' attitudes and initiatives in the work of home school collaboration (Erikson, 2009). It is also argued that there are barriers to home-school cooperation due to shortcomings in teachers' invitations to families and strategies for involving parents in education (Hasey, 2005). These indicate a correlation between teachers’ competencies and the outcomes of home-school cooperation. This paper aims to provide a literature review on teachers’ competencies demanded for implementing and improving home-school cooperation, to identify the knowledge gaps in this field, and to discuss the policy and practical implications for teacher preparation. The research questions are: a) What teachers’ competencies are regarded as crucial for cooperating with parents? B) Do teachers have the competencies needed for home-school cooperation? C) How teacher education prepares teachers in accordance with these demands? Twenty three (N=23) educational research articles published during last 10 years (2007-2017) are selected through a systematical search of scholarly peer-reviewed full texts (Eriksson Barajas, Forsberg & Wensström, 2013) on two online databases “Academic Search Elite” and “Education Resources Information Center” (Eric), as well as a thematically higher relevant research journal International Journal about Parents in Education. The articles are analyzed by using qualitative data analysis computer software Nvivo. The analysis of data is based on the conceptual model of “overlapping spheres” of influence of family, school and community by Epstein (2010), and teachers’ collective and individual competencies necessary for parental involvement identified by Westergård (2013). The preliminary results support the assumption of teacher competencesthat imply a wider and systemic view of teacher professionalism on multiple levels –the individual, the school, the local community, and professional networks (OECD, 2009). Within the framework of relational, communication and context competence (Westergård, 2013), teachers’ competencies such as teacher leadership, capacity to change, positive and trust relationships with parents, interpersonal capacity, digital competence, reflectiveness and culturally sensitiveness are highlighted. The results also showa general picture of deficiencies in teachers’ competencies related to cooperation with parents. These results indicate the need of improving teacher education with more attention to the topic and the manner in which this topic is being addressed in the program. Moreover, home-school cooperation should not be isolated subject in teacher training but should be embedded in general conceptions about teaching and learning and teacher identity throughout teacher training program. This literature review is expected to deal with the knowledge gaps within the research field in the Nordic context.

Place, publisher, year, edition, pages
Olso: , 2018
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-146716 (URN)
Conference
46th Congress of the Nordic Educational Research Association (NERA), Educational Research: Boundaries, Breaches and Bridges, 8-10 March 2018, University of Oslo, Norway
Projects
lict
Available from: 2018-04-18 Created: 2018-04-18 Last updated: 2020-03-17Bibliographically approved
Liljeström, M., Gu, L., Holmgren, R., Holmgren, T., Paulin, H., Råde, A. & Håkansson Lindqvist, M. (2017). How will they react if we make them talk?: Students’ experiences from learner-created video tasks in online university education in Sweden. In: Linda Morris and Costas Tsolakidis (Ed.), ICICTE 2017 Proceedings: The International Conference on Information Communication Technologies in Education 2017. Paper presented at The International Conference on Information Communication Technologies in Education (ICICTE 2017), 6-8 July, 2017, Rhodes island, Greece (pp. 318-328). Rhodes, Greece: ICICTE 2017
Open this publication in new window or tab >>How will they react if we make them talk?: Students’ experiences from learner-created video tasks in online university education in Sweden
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2017 (English)In: ICICTE 2017 Proceedings: The International Conference on Information Communication Technologies in Education 2017 / [ed] Linda Morris and Costas Tsolakidis, Rhodes, Greece: ICICTE 2017 , 2017, p. 318-328Conference paper, Published paper (Refereed)
Abstract [en]

In focus in this paper are students’ views on their experiences of an educational design with oral assessment tasks supported by video technology in online university education in Sweden. Questions targeted how the students perceived the impact of oral tasks on their learning. The data were gathered through questionnaires, qualitative interviews and students’ self-reflection documents. Results indicate most students appreciated the oral assessments, and their descriptions of this learning experience indicate that the studied video-based task-design may enhance online students’ learning experiences.

Place, publisher, year, edition, pages
Rhodes, Greece: ICICTE 2017, 2017
Keywords
online teaching, oral assignment, design for learning, case study, pedagogical digital competence (PDC)
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-138327 (URN)978-0-9932889-8-2 (ISBN)
Conference
The International Conference on Information Communication Technologies in Education (ICICTE 2017), 6-8 July, 2017, Rhodes island, Greece
Projects
lict
Available from: 2017-08-21 Created: 2017-08-21 Last updated: 2020-04-29Bibliographically approved
Gu, L. (2017). Using school websites for home: school communication and parental involvement?. Nordic Journal of Studies in Educational Policy, 3(2), 133-143
Open this publication in new window or tab >>Using school websites for home: school communication and parental involvement?
2017 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 3, no 2, p. 133-143Article in journal (Refereed) Published
Abstract [en]

This paper reports a small-scale study on the websites of 12 K-9 schools from four municipalities in Sweden. The purpose of the study is to explore, describe, and compare what and how information relevant for parental use is presented by local schools on their websites, which reflect the schools’ perceptions, intentions and strategies of communicating and cooperating with families. Epstein’s six key components regarding parental involvement are used as a theoretical framework in order to examine and analyse the content of school website settings. To evaluate the website design features, the website evaluation metrics suggested by Parajuli are adapted and applied. The results indicate that information on school websites for parental use is generally limited. It seems that schools’ expectations for parental involvement in education are based mainly on the social aspects of student development, rather than on pedagogical issues. In general, the websites of independent schools are more attractive than most public schools’ websites in terms of information richness and freshness, variations and friendliness. There is a need to develop websites that are more accessible for parents with immigrant backgrounds and non-Swedish speakers.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
School websites, information for parental use, interactivity, accessibility, usability
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-136180 (URN)10.1080/20020317.2017.1338498 (DOI)
Projects
lict
Available from: 2017-06-14 Created: 2017-06-14 Last updated: 2020-03-17Bibliographically approved
Gu, L. (2016). Parental involvement through Web-based Learning Management System (LMS) - experiences and lessons. In: Unequalising World – Equalising School?: . Paper presented at FERA Conference on Education, Turku, 17 – 18 November 2016. Turku
Open this publication in new window or tab >>Parental involvement through Web-based Learning Management System (LMS) - experiences and lessons
2016 (English)In: Unequalising World – Equalising School?, Turku, 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In Spring 2015, a new web-based Learning Management System “Learning Room (LR)” was implemented in all public schools in one municipality located in the north part of Sweden. To evaluate the implementation process, as well as to investigate teachers’ experiences of application of LR, an online survey questionnaire was sent anonymously to all grade 1-12 teachers in March 2016. The purpose of this paper was to describe and discuss the teachers’ (N=454) experiences and perceptions regarding the use of LR in communicating and interacting with parents. The result indicated that the majority of teachers had negative experiences of some features in the system, which prevented the opportunities for their own and parental use of the system. This had caused the decrease of school-home communications in practices. However, it was too early to make a simple conclusion that the implementation of LR was totally failed. Implementation of a new educational technology is a complex process. A successful implementation of technologies in education calls for policy commitment, quality features of the technical design, sufficient organizational support and positive personal attitudes and efforts.

Place, publisher, year, edition, pages
Turku: , 2016
Keywords
Learning Management System (LMS), Learning Room (LR), implementation process, school-home communication, parental involvement, teacher survey
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-139877 (URN)
Conference
FERA Conference on Education, Turku, 17 – 18 November 2016
Projects
lict
Available from: 2017-09-25 Created: 2017-09-25 Last updated: 2020-03-17Bibliographically approved
Gu, L. (2016). School websites as platform for home-school communication and parental involvement?. In: : . Paper presented at ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, 22-26 August, Dublin, Ireland. Dublin
Open this publication in new window or tab >>School websites as platform for home-school communication and parental involvement?
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

General description on research questions, objectives and theoretical framework

Parental involvement in education and home-school collaboration have been given increased emphasis during the last decades. Previous research has provided evidence of the positive correlations between parents’ active engagement in their children’s schooling and better outcomes and behavior of their children in school (Cooper et al., 2006; Epstein, 2001; Erikson, 2009; Högdin, 2006; Ravn, 2005). They find that parental involvement has a positive effect in that children take more pleasure in school activities, and that a more positive climate results in the classroom with a high level of interest and approval of work done by the school work. Better academic results are achieved when there are open channels between home and school.In Sweden, like many other countries, parents are regarded as having an important role as resource persons in school as stated in national educational policies (Lpo 94, 1994; Lgr 11, 2011). Since the last decade, the traditional family-school relationship characterized by separated responsibility between school and home, and teacher’s authority in this relationship are emphasized, has been challenged through the shift from a macro democracy to a more micro democracy, in which “partnership”, “user influence”, and “choice” are the main principles for structuring and managing school and family relationship, as well as changing the role of both teachers and parents (Eriksson, 2011, 2012). However, research in this field has mainly stressed parents’ right and opportunity to choose school for their children they prefer and the consequences brought about by this. Studies of how school understands and deals with the new conditions for relationship with family, and what strategies school applied in practice are scarce.Access to meaningful and effective communication between home and school enhances home-school relationship and collaboration as well as parental involvement and influence. The utilization of technologies through the use of Internet for information to and communication with parents is growing rapidly as an additional means for school-home relationship. Nowadays almost all Swedish schools have own websites that serve as prime locations for public advocacy and communications, including for parental use. It will be interested to find out what and how information is presented by local school actors on their websites, which in some way reflects their understanding of and attitudes towards relationship with parents and opportunities for parental influence. Moreover, parents are not a homogenous group, their accessibility to web-based information and communication and their ability to utilize the resources are influenced by their social, cultural and economic circumstances that could be a challenge for home-school relationship in terms of issues such as inclusion and exclusion (David, 2003; Ravn, 2005). The purpose of the study is to explore, describe, and compare the content and design of the schools' websites to identify and analyze how schools inform and communicate with parents and to deal with parental involvement through the use of their websites. The research questions are:

-          What information is presented on school websites and what is the intended parental use of the information?

-          How and to what extent the school websites provide the parents with the opportunities for two-way communications and possibilities of actual parental influences?

-          How schools relate to different parental groups in terms of cultural and educational backgrounds regarding accessibility and usability?

The framework containing six important factors with regards to parental involvement (i.e. parenting, communicating, volunteering, learning at home, decision-making and collaborating with community) developed by Epstein (2009) is used as theoretical basis to examine and analyze school web settings and their strategies for working with school-home relationship.

Methods/methodology To explore how school websites are conducted and used to inform and communicate with parents, websites of 12 schools from four municipalities are selected to be analyzed during autumn 2015 and spring 2016. The municipalities are geographically located in north, south, east and west of Sweden respectively. Three K-9 schools, in which two are public schools and one is independent school, are strategically selected from each municipality regarding representative contextual factors such as school size, proportion of students with foreign background, as well as parents’ educational levels (Database Siris, Skolverket, 2014).Because each school website consists of dozens to hundreds pages, to analyze all pages was not possible and not necessary neither. At the first step, I studied the main site of each school as a whole and considered the relevance of information and communication for parental use, which is the focus of the study. At the second step, the relevant pages (sub-pages) were selected and saved by using a free software program “Local Website Archive Lite”. The changing content of a webpage could be problematic for data collection in terms of stability of the data, this program enables to download and save the websites to the local hard drive for later reading, coding and analysis. In the analysis process, content analysis approach was applied to study and gain insights into website-establishers’/owners’ intensions and preferences as well as into political, social and communicational trends and patterns generated by them (Schreier, 2012). Content analysis enables the analysis to be structured through coding in relation to the research questions and to make replicable and valid inferences from data to their context (Bryman, 2012; Krippendorff, 1980). In this study, the step model of category development suggested by Mayring (2000) was adapted. Four determinants (variables) of the content and design of websites were measured in relation to parental use: transparency/information, interactivity, accessibility and usability (Parajuli, 2007). At later step of the analysis process, the theoretical framework was integrated to gain an understanding of the empirical data and through this to capture and/or change perceptions on the study objectives (Hsieh & Shannon, 2005)               

Expected outcomes/results This is an ongoing study because the analysis process has not been completed yet. The results presented below is rather preliminary.There are quite large differences between schools' websites in terms of the scope and type of information and the graphical design features. Some schools give the opportunity to click through to a lot of sub-pages with more detailed information and explanations, while other schools have very sparse information, often with a few lines of text. Another impression from the primary analysis is that many schools prefer to provide parents with more information about how schools work with the students' health, mood and their social development (e. g. lunch menu and intern working group for student health) than information and knowledge related to school academic work (e. g. lesson schedules, syllabuses, the descriptions of pedagogy, as well as mother tongue instructions and homework etc.). It seems that the schools’ expectations and trust for parental involvement in schooling is limited in the social aspects of student development rather than pedagogical issues regarding teaching and learning.

About half of schools provide information about the parents' council or other types of parental organization. Only few schools have web media such as feedback/commends feature, chat room or other two-way communication and interactive channels. This might be an evidence of the obstacles for real parents' influence on education and opportunity for parental involvement in decision-making.

Some schools use multimedia functions with mix of texts, audio, pictures and videos, while other schools mainly use texts on their homepages. Only few schools provide options for other languages, while most of schools use only Swedish on their websites. These features could be related to the accessibility and availability of parents with immigrant backgrounds who have difficulty with the Swedish language – the issue of inclusion and exclusion. 

 

Place, publisher, year, edition, pages
Dublin: , 2016
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-139871 (URN)
Conference
ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, 22-26 August, Dublin, Ireland
Projects
lict
Available from: 2017-09-25 Created: 2017-09-25 Last updated: 2020-03-17Bibliographically approved
Gu, L. (2015). Muntlig examination och kommunikation inom nätutbildnin. In: Universitetspedagogiska konferensen 2015: Gränslös kunskap. Paper presented at Universitetspedagogiska konferensen 2015, Gränslös kunskap, Umeå, 8-9 oktober 2015 (pp. 30-31). Umeå: Umeå universitet
Open this publication in new window or tab >>Muntlig examination och kommunikation inom nätutbildnin
2015 (Swedish)In: Universitetspedagogiska konferensen 2015: Gränslös kunskap, Umeå: Umeå universitet , 2015, p. 30-31Conference paper, Oral presentation with published abstract (Other academic)
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2015
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-114122 (URN)
Conference
Universitetspedagogiska konferensen 2015, Gränslös kunskap, Umeå, 8-9 oktober 2015
Available from: 2016-01-14 Created: 2016-01-14 Last updated: 2018-06-07Bibliographically approved
Gu, L. & Kristoffersson, M. (2015). Swedish Lower Secondary School Teachers’ Perceptions and Experiences Regarding Homework. Universal Journal of Educational Research, 3(4), 296-305, Article ID 19503671.
Open this publication in new window or tab >>Swedish Lower Secondary School Teachers’ Perceptions and Experiences Regarding Homework
2015 (English)In: Universal Journal of Educational Research, ISSN 2332-3205, Vol. 3, no 4, p. 296-305, article id 19503671Article in journal (Refereed) Published
Abstract [en]

This study investigates homework in Swedish lower secondary schools: teachers’ perceptions and experiences about it and their understanding of its potentials and challenges for students’ learning and development. Data collected through an online survey (N = 201) mixed standardized questions and open questions. Descriptive statistics and qualitative interpretive principles fueled data processing and analysis. The main result indicated that most teachers assign homework and believe it will benefit students’ learning when it addresses consolidating and reinforcing knowledge already taught and increases skills through repetition. They regard appropriation and variation of homework and feedback as important to homework activities and effects. The teachers experience uneven attitudes to and outcomes of homework among students. Most schools organize homework assistance activities to smooth out this unevenness and to improve homework completion and quality. The findings highlight the educational implications of critical reflections on the design of homework and the quality of homework assignments.

Place, publisher, year, edition, pages
Horizon Research Publishing, 2015
Keywords
Homework, Swedish Lower Secondary School, Teachers’ Perspective, Survey
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-101802 (URN)10.13189/ujer.2015.030407 (DOI)
Note

2015-06-04: DOI-link not workning.

Available from: 2015-04-13 Created: 2015-04-13 Last updated: 2018-06-07Bibliographically approved
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