International Journal of Educational Technology in Higher Education最新文献_第5页

Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement 学生的数字技术态度、素养和自我效能及其对在线学习参与度的影响

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2024-01-15 DOI: 10.1186/s41239-023-00437-y

Seyum Getenet, Robert Cantle, Petrea Redmond, Peter Albion

{"title":"Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement","authors":"Seyum Getenet, Robert Cantle, Petrea Redmond, Peter Albion","doi":"10.1186/s41239-023-00437-y","DOIUrl":"https://doi.org/10.1186/s41239-023-00437-y","url":null,"abstract":"This study utilised students' online engagement, digital technology attitude, digital literacy, and self-efficacy theories to develop and test a model connecting these factors within a regional university in Australia. A field survey collected data from 110 first-year students. AMOS 28 was employed for measurement and structural model path analysis. The study initially examined the impact of students' attitudes and digital literacy on their self-efficacy. Subsequently, the effects of self-efficacy on five dimensions of online engagement were assessed: social, collaborative, cognitive, behavioural, and emotional. The findings indicated that positive student attitudes and digital literacy significantly contributed to self-efficacy, which, in turn, positively affected the engagement dimensions. This suggests that when designing and facilitating online, blended, or technology-enhanced courses in higher education, educators should pay attention to various elements of engagement. The study highlights the importance of considering students' attitudes and digital literacy in fostering self-efficacy and enhancing online learning engagements. Further research and implications for future studies are also recommended.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"48 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139470780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes 高等教育中的面对面学习与混合式学习：生物科学学生成果的定量分析

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2024-01-10 DOI: 10.1186/s41239-023-00435-0

Claire V. Harper, Lucy M. McCormick, Linda Marron

{"title":"Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes","authors":"Claire V. Harper, Lucy M. McCormick, Linda Marron","doi":"10.1186/s41239-023-00435-0","DOIUrl":"https://doi.org/10.1186/s41239-023-00435-0","url":null,"abstract":"The COVID-19 pandemic caused a rapid seismic shift to online delivery in otherwise face-to-face higher education settings worldwide. This quantitative research study sought to investigate the effect of different delivery styles and assessment types on student outcomes. Specifically, grades achieved by first year undergraduate Biological Science students at a UK Higher Education institution were compared from seven modules across two different academic years, namely 2018–2019 and 2020–2021. The academic year 2018–2019 was delivered in the traditional face-to-face manner whereas the 2020–2021 method of delivery was via blended learning. The results showed that four of the seven modules were negatively affected by the transition from face-to-face to blended delivery (p < 0.05, T-test). One module was unaffected (p > 0.05, T-test) and the remaining two modules were positively affected (p < 0.05, T-test). However, the percentage of students requiring reassessments increased with blended learning delivery although this was not significant (p < 0.05, T-test). In summary, the majority of individual module marks decreased with blended learning compared to face-to-face delivery, with an associated increase in required reassessments. Although there are positive benefits to incorporating an element of online learning for students, it is important to utilise this information in future module delivery planning to support the varying student cohorts of the future.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"197 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139420595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students’ perceptions of using ChatGPT in a physics class as a virtual tutor 学生对在物理课上使用 ChatGPT 作为虚拟导师的看法

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-12-22 DOI: 10.1186/s41239-023-00434-1

Lu Ding, Tong Li, Shiyan Jiang, Albert Gapud

引用次数: 0

Integrating chatbots in education: insights from the Chatbot-Human Interaction Satisfaction Model (CHISM) 将聊天机器人融入教育：聊天机器人-人机交互满意度模型（CHISM）的启示

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-12-19 DOI: 10.1186/s41239-023-00432-3

Jose Belda-Medina, Vendula Kokošková

{"title":"Integrating chatbots in education: insights from the Chatbot-Human Interaction Satisfaction Model (CHISM)","authors":"Jose Belda-Medina, Vendula Kokošková","doi":"10.1186/s41239-023-00432-3","DOIUrl":"https://doi.org/10.1186/s41239-023-00432-3","url":null,"abstract":"Recent advances in Artificial Intelligence (AI) have paved the way for the integration of text-based and voice-enabled chatbots as adaptive virtual tutors in education. Despite the increasing use of AI-powered chatbots in language learning, there is a lack of studies exploring the attitudes and perceptions of teachers and students towards these intelligent tutors. This study aims to compare several linguistic and technological aspects of four App-Integrated Chatbots (AICs) and to examine the perceptions among English as a Foreign Language (EFL) teacher candidates. In this mixed-methods research based on convenience sampling, 237 college students from Spain (n = 155) and the Czech Republic (n = 82) interacted with four AICs over a month, and evaluated them following a rubric based on the Chatbot-Human Interaction Satisfaction Model. This scale was specifically designed to assess different linguistic and technological features of AICs such as response interval, semantic coherence, sentence length, and user interface. Quantitative and qualitative data were gathered through a pre-post-survey, based on the CHISM model and student assessment reports. Quantitative data were analyzed using SPSS statistics software, while qualitative data were examined using QDA Miner software, focusing on identifying recurring themes through frequency analysis. The findings indicated a moderate level of satisfaction with AICs, suggesting that enhancements in areas such as better adapting to learner needs, integrating interactive multimedia, and improving speech technologies are necessary for a more human-like user interaction.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"56 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138743237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Flipped classroom in higher education: a systematic literature review and research challenges 高等教育中的翻转课堂:系统的文献回顾与研究挑战

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-11-30 DOI: 10.1186/s41239-023-00430-5

Maria Ijaz Baig, Elaheh Yadegaridehkordi

{"title":"Flipped classroom in higher education: a systematic literature review and research challenges","authors":"Maria Ijaz Baig, Elaheh Yadegaridehkordi","doi":"10.1186/s41239-023-00430-5","DOIUrl":"https://doi.org/10.1186/s41239-023-00430-5","url":null,"abstract":"Flipped learning has garnered substantial attention as a potential means to enhance student engagement, improve learning outcomes, and adapt to the evolving educational landscape. However, despite the growing interest and potential benefits of flipped learning, several challenges and areas of concern persist. This systematic literature review critically examines the implementation of the flipped classroom in higher education by focusing on the role of technologies and tools, pedagogical activities and courses, and existing challenges. Using a systematic approach, a total of 30 research articles published between 2014 and 2023 were chosen for the review. This study identified video creation tools, learning management systems (LMS), content repositories, collaborative platforms, podcasts, and online assessment tools as technologies that play a central role in the flipped classroom. Moreover, this study identifies specific pedagogical activities within different courses that contribute to the effectiveness of flipped learning in higher education. The implementation challenges that teachers and students may face in the flipped classroom were presented, and potential strategies to alleviate these challenges were provided. This study will contribute to a more comprehensive understanding of flipped learning's benefits, technologies and tools, challenges, and potential to improve higher education.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"28 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138538594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring language needs of college transfer students with learning analytics: towards a more equitable experience 通过学习分析探索大学转学生的语言需求：实现更公平的体验

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-11-17 DOI: 10.1186/s41239-023-00429-y

D. Foung, Julia Chen, Kin Cheung

引用次数: 0

Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses? 除了紧急远程教学:大流行是否导致了大学课程的持久变化?

1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-11-13 DOI: 10.1186/s41239-023-00428-z

J. Broadbent, R. Ajjawi, M. Bearman, D. Boud, P. Dawson

{"title":"Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?","authors":"J. Broadbent, R. Ajjawi, M. Bearman, D. Boud, P. Dawson","doi":"10.1186/s41239-023-00428-z","DOIUrl":"https://doi.org/10.1186/s41239-023-00428-z","url":null,"abstract":"Abstract The COVID-19 pandemic significantly disrupted traditional methods of teaching and learning within higher education. But what remained when the pandemic passed? While the majority of the literature explores the shifts during the pandemic, with much speculation about post-pandemic futures, a clear understanding of lasting implications remains elusive. To illuminate this knowledge gap, our study contrasts pedagogical practices in matched courses from the pre-pandemic year (2019) to the post-pandemic phase (2022/2023). We also investigate the factors influencing these changes and the perceptions of academics on these shifts. Data were gathered from academics in a large comprehensive Australian university of varying disciplines through a mixed-methods approach, collecting 67 survey responses and conducting 21 interviews. Findings indicate a notable increase in online learning activities, authentic and scaffolded assessments, and online unsupervised exams post-pandemic. These changes were primarily driven by university-guided adaptations, time and workload pressures, continued COVID-19 challenges, local leadership, an individual desire to innovate, and concerns about academic integrity. While most changes were seen as favourable by academics, perceptions were less positive concerning online examinations. These findings illuminate the enduring effects of the pandemic on higher education, suggesting longer-term implications than previous studies conducted during the acute phase of the pandemic.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"46 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136281604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process 不完全关注人工智能:学生和教师对在写作过程中使用生成式人工智能的看法

1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-11-10 DOI: 10.1186/s41239-023-00427-0

Alex Barrett, Austin Pack

{"title":"Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process","authors":"Alex Barrett, Austin Pack","doi":"10.1186/s41239-023-00427-0","DOIUrl":"https://doi.org/10.1186/s41239-023-00427-0","url":null,"abstract":"Abstract Generative artificial intelligence (GenAI) can be used to author academic texts at a similar level to what humans are capable of, causing concern about its misuse in education. Addressing the role of GenAI in teaching and learning has become an urgent task. This study reports the results of a survey comparing educators’ (n = 68) and university students’ (n = 158) perceptions on the appropriate use of GenAI in the writing process. The survey included representations of user prompts and output from ChatGPT, a GenAI chatbot, for each of six tasks of the writing process (brainstorming, outlining, writing, revising, feedback, and evaluating). Survey respondents were asked to differentiate between various uses of GenAI for these tasks, which were divided between student and teacher use. Results indicate minor disagreement between students and teachers on acceptable use of GenAI tools in the writing process, as well as classroom and institutional-level lack of preparedness for GenAI. These results imply the need for explicit guidelines and teacher professional development on the use of GenAI in educational contexts. This study can contribute to evidence-based guidelines on the integration of GenAI in teaching and learning.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135092029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Role of AI chatbots in education: systematic literature review 人工智能聊天机器人在教育中的作用:系统文献综述

1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-10-31 DOI: 10.1186/s41239-023-00426-1

Lasha Labadze, Maya Grigolia, Lela Machaidze

{"title":"Role of AI chatbots in education: systematic literature review","authors":"Lasha Labadze, Maya Grigolia, Lela Machaidze","doi":"10.1186/s41239-023-00426-1","DOIUrl":"https://doi.org/10.1186/s41239-023-00426-1","url":null,"abstract":"Abstract AI chatbots shook the world not long ago with their potential to revolutionize education systems in a myriad of ways. AI chatbots can provide immediate support by answering questions, offering explanations, and providing additional resources. Chatbots can also act as virtual teaching assistants, supporting educators through various means. In this paper, we try to understand the full benefits of AI chatbots in education, their opportunities, challenges, potential limitations, concerns, and prospects of using AI chatbots in educational settings. We conducted an extensive search across various academic databases, and after applying specific predefined criteria, we selected a final set of 67 relevant studies for review. The research findings emphasize the numerous benefits of integrating AI chatbots in education, as seen from both students' and educators' perspectives. We found that students primarily gain from AI-powered chatbots in three key areas: homework and study assistance, a personalized learning experience, and the development of various skills. For educators, the main advantages are the time-saving assistance and improved pedagogy. However, our research also emphasizes significant challenges and critical factors that educators need to handle diligently. These include concerns related to AI applications such as reliability, accuracy, and ethical considerations.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"25 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

AI-generated feedback on writing: insights into efficacy and ENL student preference 人工智能生成的写作反馈:对效能和ENL学生偏好的洞察

1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-10-27 DOI: 10.1186/s41239-023-00425-2

Juan Escalante, Austin Pack, Alex Barrett

{"title":"AI-generated feedback on writing: insights into efficacy and ENL student preference","authors":"Juan Escalante, Austin Pack, Alex Barrett","doi":"10.1186/s41239-023-00425-2","DOIUrl":"https://doi.org/10.1186/s41239-023-00425-2","url":null,"abstract":"Abstract The question of how generative AI tools, such as large language models and chatbots, can be leveraged ethically and effectively in education is ongoing. Given the critical role that writing plays in learning and assessment within educational institutions, it is of growing importance for educators to make thoughtful and informed decisions as to how and in what capacity generative AI tools should be leveraged to assist in the development of students’ writing skills. This paper reports on two longitudinal studies. Study 1 examined learning outcomes of 48 university English as a new language (ENL) learners in a six-week long repeated measures quasi experimental design where the experimental group received writing feedback generated from ChatGPT (GPT-4) and the control group received feedback from their human tutor. Study 2 analyzed the perceptions of a different group of 43 ENLs who received feedback from both ChatGPT and their tutor. Results of study 1 showed no difference in learning outcomes between the two groups. Study 2 results revealed a near even split in preference for AI-generated or human-generated feedback, with clear advantages to both forms of feedback apparent from the data. The main implication of these studies is that the use of AI-generated feedback can likely be incorporated into ENL essay evaluation without affecting learning outcomes, although we recommend a blended approach that utilizes the strengths of both forms of feedback. The main contribution of this paper is in addressing generative AI as an automatic essay evaluator while incorporating learner perspectives.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"79 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136234372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0