aprisac

• Chrysantina, A., & Sæbø, J. (in press). Assessing user-designed dashboards: A case for developing data visualization competency. 2019 IFIP-AICT.
• Fuad, A., Hsu, C. Y., & Chrysantina, A. (2012). E-learning= inequity in learning?. Medical teacher, 34(12), 1087.

• Chrysantina, Aprisa; Sæbø, Johan Ivar & Kaasbøll, Jens Johan (2022). Introducing online training for health staff: An institutional perspective. Electronic Journal of Information Systems in Developing Countries. doi: 10.1002/isd2.12233. Fulltekst i vitenarkiv Vis sammendrag

  Online training has been gaining popularity for its flexibility and cost-efficiency. Its introduction challenges existing practices of in-service training which are mostly in the form of onsite training. Based on a participative, interpretive case study, we conceptualized in-service training as an institution, examining how the introduction of online training affected changes to the in-service training practices. Our research investigates three modes of in-service training; onsite training, self-paced online course, and synchronized online training. Two conflicting institutional logics that are associated with the first two modes of training emerge; onsite training logic and online training logic. The in-service training institution in Indonesia remained stable despite changes in technology used and the covid pandemic. The logic of onsite training continued to be dominant throughout the period, and most training practices in onsite training were carried over to the online training without reflections.

• Chrysantina, Aprisa & Sæbø, Johan Ivar (2019). Assessing user-designed dashboards: a case for developing data visualization competency. IFIP Advances in Information and Communication Technology. ISSN 1868-4238. 551, s. 448–459. doi: 10.1007/978-3-030-18400-1_37. Fulltekst i vitenarkiv
• Chrysantina, Aprisa; Sanjaya, Guardian; Pinard, Matthieu & Hanifah, Ni'mah (2019). Improving Health Information Management Capacity with Digital Learning Platform: The Case of DHIS2 Online Academy. Procedia Computer Science. 161, s. 195–203. doi: 10.1016/j.procs.2019.11.115. Fulltekst i vitenarkiv Vis sammendrag

  Health information systems (HIS) in developing countries constantly face human resource-related issues such as low capacity and high staff turn-over. When combined with high national demands, it is even more difficult to address with limited capacity building resources such as trainers and financing. This research aims to explore the potentials of digital learning tool as part of a national HIS capacity building strategy, drawing from a case from Indonesia. The country is adopting District Health Information Software (DHIS2) to integrate health data and to promote quality health information use. DHIS2 implementation will be expanded to 463 districts by 2022. As the consequence, the country needs efficient tools and strategies to build capacity to fulfill this need. A joint team consisting of MoH, Universitas Gadjah Mada (UGM) and University of Oslo (UiO) localized a global digital learning platform called DHIS2 Online Academy and successfully recruited 627 learners and graduated 150 learners. Although approximately half of the responding learners claimed to have no past online learning experience, nor DHIS2 experience, they reported that they found digital learning materials convenient for them to improve their competencies in DHIS2 implementation, in terms of time, cost, and learning style. DHIS2 Online Academy Indonesia allows wider delivery of DHIS2 learning materials to health workers, supporting HIS strengthening at district and facility level. This paper discusses potentials and challenges of localization of generic learning platform and its integration to national capacity building strategy, summarizes the key principles and the way forward.

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• Chrysantina, Aprisa (2026). Online Training in ICT4D Partnerships: An Institutional Logics Perspective. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  Training health care workers in Indonesia is resource intensive, with the country's archipelagic geography and scale adding significant demands on time, human resources, and budget. To address this, I assisted the Ministry of Health in adapting a global online course on health data skills for health office staff and field health care workers across Indonesia. What started as a translation and contextualisation exercise ended up requiring a deeper rethink of how the course was designed and delivered. Indonesian health workers' actual working conditions and learning needs shaped each round of revision, with every iteration informing the next. Two things made implementation persistently difficult. Online training disrupted how training had always been done, through established in-person routines the system was built around. At the same time, coordinating across government, donor, and academic partners created its own friction. These two challenges reinforced each other throughout the project. My research explains why online training so often struggles to take hold in development settings. Rather than listing isolated barriers, it shows how disruption and partner dynamics interact to stall progress, and what that means for future implementation efforts.

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