Journal of University Teaching and Learning Practice最新文献_第2页

Higher Education’s Generative Artificial Intelligence Paradox: The Meaning of Chatbot Mania 高等教育的生成性人工智能悖论：聊天机器人狂热的意义

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-04-19 DOI: 10.53761/54fs5e77

Juergen Rudolph, Fadhil Mohamed Mohamed Ismail, Stefan Popenici

{"title":"Higher Education’s Generative Artificial Intelligence Paradox: The Meaning of Chatbot Mania","authors":"Juergen Rudolph, Fadhil Mohamed Mohamed Ismail, Stefan Popenici","doi":"10.53761/54fs5e77","DOIUrl":"https://doi.org/10.53761/54fs5e77","url":null,"abstract":"Higher education is currently under a significant transformation due to the emergence of generative artificial intelligence (GenAI) technologies, the hype surrounding GenAI and the increasing influence of educational technology business groups over tertiary education. This commentary, prepared for the Special Issue of the Journal of University Teaching & Learning Practice (JUTLP) on “Enhancing student engagement using Artificial Intelligence (AI) and chatbots,” delves into the complex landscape of opportunities and threats that AI chatbots, including ChatGPT, introduce to the realm of higher education. We argue that while GenAI offers promise in enhancing pedagogy, research, administration, and student support, concerns around academic integrity, labour displacement, embedded biases, environmental sustainability, increased commercialisation, and regulatory gaps necessitate a critical approach. Our commentary advocates for the development of critical AI literacy among educators and students, emphasising the necessity to foster an environment of responsible innovation and informed use of AI. We posit that the successful integration of AI in higher education must be grounded in the principles of ethics, equity, and the prioritisation of educational aims and human values. By offering a critical and nuanced exploration of these issues, our commentary aims to contribute to the ongoing discourse on how higher education institutions can navigate the rise of GenAI, ensuring that technological advancements benefit all stakeholders while upholding core academic values.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140684528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Generative Artificial Intelligence and ChatGPT in Language Learning: EFL Students' Perceptions of Technology Acceptance 语言学习中的生成人工智能和 ChatGPT：EFL 学生对技术接受度的看法

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-04-19 DOI: 10.53761/fr1rkj58

Thi Kim Anh Vo, Huong Nguyen

{"title":"Generative Artificial Intelligence and ChatGPT in Language Learning: EFL Students' Perceptions of Technology Acceptance","authors":"Thi Kim Anh Vo, Huong Nguyen","doi":"10.53761/fr1rkj58","DOIUrl":"https://doi.org/10.53761/fr1rkj58","url":null,"abstract":"The study conducted in the centre of Vietnam in 2023 aims to explore English-majored students’ perceptions towards the application of ChatGPT in developing students’ English language. The research was grounded on the Technology Acceptance Model developed by Davis (1998) and further revised by Shoufan (2023). The quantitative approach was selected for the study with the questionnaire as the instrument. 369 English-majored students who have experienced using ChatGPT in language learning were selected for the study. The findings reveal that although students found it easy to use ChatGPT as well as perceived it as a useful tool for their language learning, they had neutral opinions on its usefulness. Furthermore, students had a high level of attitudes towards the use of ChatGPT in language learning while the negative attitudes towards it were found to be at a low level. While genders were recognised not to have impacts on students’ perceptions, class levels had significant effects on those of students It is highly recommended that teaching strategies, careful monitoring, and a balance between the use of ChatGPT and human interaction should be under consideration for an effective adoption of ChatGPT in language learning and teaching.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140684278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Artificial Intelligence Use in Feedback: A Qualitative Analysis 人工智能在反馈中的应用：定性分析

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-04-19 DOI: 10.53761/40wmcj98

Toh Yen Pang, Alex Kootsookos, Chi-Tsun Cheng

{"title":"Artificial Intelligence Use in Feedback: A Qualitative Analysis","authors":"Toh Yen Pang, Alex Kootsookos, Chi-Tsun Cheng","doi":"10.53761/40wmcj98","DOIUrl":"https://doi.org/10.53761/40wmcj98","url":null,"abstract":"Feedback, particularly the formative or ‘feed-forward’ type is important for students in higher education to understand their errors and improve their expression and clarity of ideas. While technology-assisted feedback modes, e.g., audio or video are prevalent, ensuring their efficacy and succinctness, particularly for non-English-speaking background (NESB) educators can be challenging. This study investigates the attitudes and experiences of NESB educators in the School of Engineering of RMIT University, with a focus on their use of AI-assisted tools for providing feedback to students in higher education settings. Utilising a survey, the researchers examined how personal and linguistic attributes influenced feedback strategies and explored the educators' perspectives on integrating AI tools, such as ChatGPT and BARD, in their teaching practice and to enhance student engagement with the feedback they received. Through thematic analysis the findings reveal that personal background and linguistic proficiency significantly influenced the provision of feedback. Furthermore, even though educators had different levels of familiarity with AI-assisted tools, there was a general consensus on the potential utility of these tools for improving feedback provision. These will require targeted staff training, careful human oversight to ensure quality and avoid bias, and customised AI training to align feedback with individual teaching styles.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140684415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Academic Evolution in the Age of ChatGPT: An In-depth Qualitative Exploration of its Influence on Research, Learning, and Ethics in Higher Education ChatGPT 时代的学术演变：深入定性探索其对高等教育研究、学习和伦理的影响

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-04-19 DOI: 10.53761/7egat807

Labaran Isiaku, Adacha Felix Kwala, Khadija Usman Sambo, Hamza Haruna Isiaku

{"title":"Academic Evolution in the Age of ChatGPT: An In-depth Qualitative Exploration of its Influence on Research, Learning, and Ethics in Higher Education","authors":"Labaran Isiaku, Adacha Felix Kwala, Khadija Usman Sambo, Hamza Haruna Isiaku","doi":"10.53761/7egat807","DOIUrl":"https://doi.org/10.53761/7egat807","url":null,"abstract":"This study delves into the potential advantages and challenges presented by the implementation of the ChatGPT within the realm of higher education. Specifically, it endeavours to shed light on the transformative effects of ChatGPT on the research and learning processes. Moreover, this study explores the intricate issues surrounding academic integrity, ethics, and regulatory concerns in this context. Adopting a qualitative research design, the study engaged in semi-structured interviews with 75 esteemed academicians hailing from higher education institutions in North Cyprus. The outcomes of this research endeavour reveal a spectrum of ways in which ChatGPT can augment educational productivity, learning experience, creativity, and idea generation. Nevertheless, it underscores the importance of meticulous consideration of ethical aspects pertaining to academic honesty and the potential over-reliance on ChatGPT. The findings not only offer insights into the opportunities and challenges linked with ChatGPT's integration into higher education, but also advocate for the responsible and ethical utilisation of AI technologies within academic settings. This study substantially contributes to the expanding body of research on the incorporation of artificial intelligence into education. It uniquely focuses on the ChatGPT, an innovative AI-based language model, within the context of higher education. The study's qualitative research methodology, characterised by its exploratory nature, provides a nuanced and comprehensive understanding of the impact of ChatGPT on learning and research writing and offers a wealth of valuable insights intended to assist educators, researchers, institutions and policymakers in their endeavours to seamlessly integrate AI technologies into their educational practices.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140685233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Editorial: Enhancing Student Engagement Through Artificial Intelligence (AI): Understanding the Basics, Opportunities, and Challenges 社论：通过人工智能（AI）提高学生参与度：了解基础知识、机遇和挑战

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-04-19 DOI: 10.53761/caraaq92

Andy Nguyen, Mario Kremantzis, Aniekan Essien, Ilias Petrounias, Samira Hosseini

{"title":"Editorial: Enhancing Student Engagement Through Artificial Intelligence (AI): Understanding the Basics, Opportunities, and Challenges","authors":"Andy Nguyen, Mario Kremantzis, Aniekan Essien, Ilias Petrounias, Samira Hosseini","doi":"10.53761/caraaq92","DOIUrl":"https://doi.org/10.53761/caraaq92","url":null,"abstract":"The proliferation of artificial intelligence (AI) technologies and chatbots has the potential to significantly reshape higher education. It is now imperative for stakeholders in this sector to grasp the fundamental aspects of AI technologies and understand their implications. This paper not only introduces basic AI concepts but also explains their specific applications and relevance in the higher education context. Moreover, it outlines the prospects of using AI technologies and chatbots to boost student engagement, presenting a synthesis of the opportunities available. Concurrently, we discuss the concerns and challenges associated with integrating AI into higher education settings. Several articles included in this special issue explore these opportunities and challenges from diverse viewpoints and within various contexts, across countries such as Australia, the United Kingdom, Vietnam, Cyprus, and GCC nations. Finally, we propose several avenues for future research aimed at enhancing student engagement through AI, charting a path forward for empirical evidence and practical application of AI and chatbots in enhancing student engagement.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140684204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A systematic review of research on artificial intelligence in higher education: Practice, gaps, and future directions in the GCC 对高等教育中人工智能研究的系统回顾：海湾合作委员会的实践、差距和未来方向

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-04-19 DOI: 10.53761/pswgbw82

Fatma Kayan Fadlelmula, Saba Mansoon Qadhi

{"title":"A systematic review of research on artificial intelligence in higher education: Practice, gaps, and future directions in the GCC","authors":"Fatma Kayan Fadlelmula, Saba Mansoon Qadhi","doi":"10.53761/pswgbw82","DOIUrl":"https://doi.org/10.53761/pswgbw82","url":null,"abstract":"Acknowledging its potential on diversifying economy and attaining sustainable development, the Gulf Cooperation Council (GCC) countries, comprising of Bahrain, Kuwait, Oman, Qatar, Kingdom of Saudi Arabia, and United Arab Emirates, have been investing heavily on digital transformation and keeping pace with technological advancements. In particular, over the last years, with the unified efforts on transitioning to a knowledge society and enhancing educational outcomes, GCC countries have been demonstrating a strong dedication on integrating artificial intelligence in education (AIED). This systematic review investigates characteristics of artificial intelligence (AI) research in the region, identifying advantages and disadvantages of AI utilization in higher education, and exploring main issues accompanied with possible directions for the future. In the Scopus database, 32 studies were analyzed, all open access documents affiliated to a GCC country, having artificial intelligence and higher education, or related terminologies as keywords. Results revealed that AI applications were beneficial for institutions to improve educational outcomes, assist in decision-making, and advance institutional systems. No study reported negativity resulting from AI practices. However, important barriers were identified that hinder the full deployment of AI in higher education, including poor technology skills, inadequate technology infrastructure, resistance in leveraging traditional approaches in education, and challenges related to structural complexity of Arabic language. Future directions are proposed, offering opportunities for practitioners and research potential for scholars.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140684166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bibliometric and Systematic Analysis of Artificial Intelligence Chatbots’ Use for Language Education 人工智能聊天机器人用于语言教育的文献计量和系统分析

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-04-19 DOI: 10.53761/6jmnst54

Tiantian Wu, Zhonggen Yu

引用次数: 0

Unveiling Students’ Experiences and Perceptions of Artificial Intelligence Usage in Higher Education 揭示学生在高等教育中使用人工智能的体验和感知

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-04-19 DOI: 10.53761/xzjprb23

Xue Zhou, Joanne Zhang, Ching Chan

引用次数: 0

A Decade of Social Media for Learning: A Systematic Review 社交媒体促进学习的十年：系统回顾

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-04-15 DOI: 10.53761/vvvccy83

Alison Purvis, Sue Beckingham

{"title":"A Decade of Social Media for Learning: A Systematic Review","authors":"Alison Purvis, Sue Beckingham","doi":"10.53761/vvvccy83","DOIUrl":"https://doi.org/10.53761/vvvccy83","url":null,"abstract":"Since the emergence of social media in the early 2000’s, innovative educators have sought ways to utilise, adapt, and maximise the opportunities for learning within social networking and collaborative online spaces. The purpose of this systematic review is to analyse the work published on social media for learning in the Journal of University Teaching and Learning Practice (JUTLP) over the 20-year life of the journal to date. We summarise the current evidence on the use of social media for learning and document how the field has evolved and changed since its emergence as a pedagogical theme. We explore themes for the use of social media for learning, key challenges, how the use of social media has changed over time, and we look at specific types of papers that contribute to the original research on social media for learning. We achieved this through a systematic review 3-step process: 1) scoping and understanding the review context and research questions, 2) undertaking methods using an established approach for a systematic and quality assessment of the literature, and 3) undertaking a thorough thematic analysis of the empirical evidence from the systematic review papers to provide meaningful outcomes and recommendations. This robust approach resulted in the analysis of 11 papers and exploration of 4 key themes: Computer mediated communication, digital capabilities, and confidence, learning community, and social media pedagogy. Finally, we make recommendations that aim to benefit both editors and authors of JUTLP, and editors and authors more generally.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140699269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Leadership, Learning and Teaching Practice in Higher Education: A 2016-2023 Bibliometric Review 高等教育中的领导力、学习和教学实践：2016-2023 年文献计量学回顾

IF 1.6

Journal of University Teaching and Learning Practice Pub Date : 2024-04-15 DOI: 10.53761/4fd9xn32

Donnie Adams, Visal Moosa

{"title":"Leadership, Learning and Teaching Practice in Higher Education: A 2016-2023 Bibliometric Review","authors":"Donnie Adams, Visal Moosa","doi":"10.53761/4fd9xn32","DOIUrl":"https://doi.org/10.53761/4fd9xn32","url":null,"abstract":"The Journal of University Teaching and Learning Practice (JUTLP) has now published its twentieth annual volume, maintaining a record of publication for two decades now. This year, on the occasion of the journal’s 20th annual volume, we seek to identify the distinctive contributions and influence of JUTLP as a research journal and how that influence has changed over time. This review has two broad purposes. First, it intends to empirically document the scholarly publications that has accumulated in JUTLP over its two decades of publication. Second, we seek to identify the noteworthy contributions that JUTLP has made to the field of leadership, teaching and learning practice in the higher education environment. This review is based on the analysis of 403 articles published in JUTLP between 2016 and 2023. Bibliographic data (e.g., authors, title, abstract, keywords, citations) in these articles were analysed using a bibliometric analysis method comprising of descriptive statistics, document citation and co-citation analysis, author co-citation analysis and keyword analysis. The review yields an empirically grounded findings on JUTLP ‘corpus of knowledge’ that provides useful indications and recommendations for the journal’s future development.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140699804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0