Internet and Higher Education最新文献

Exploratory study of an AI-supported discussion representational tool for online collaborative learning in a Chinese university 中国大学在线协作学习中人工智能支持的讨论表征工具的探索性研究

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2024-10-10 DOI: 10.1016/j.iheduc.2024.100973

{"title":"Exploratory study of an AI-supported discussion representational tool for online collaborative learning in a Chinese university","authors":"","doi":"10.1016/j.iheduc.2024.100973","DOIUrl":"10.1016/j.iheduc.2024.100973","url":null,"abstract":"<div><div>With the aid of artificial intelligence (AI), it is more feasible to leverage discussion data to understand the online collaborative learning process. This paper presented an AI-supported discussion representational tool (integrating behavioral and cognitive representations) aimed at enhancing online collaborative learning from three aspects: motivation, cognitive presence, and learning performance. A randomized controlled trial (RCT) was conducted to examine the tool's effectiveness with 122 students in four groups: (1) behavioral representation (<em>n</em> = 31), (2) cognitive representation (n = 31), (3) mixed mode (combining behavioral and cognitive representations, <em>n</em> = 30), and (4) a control group (n = 30). Results indicated that: (1) the discussion representational tool did not significantly enhance students' motivation but led to significant gains in their learning performance compared to the control group; (2) students who learned with the discussion representational tool showed significant improvements in higher-order cognitive presence, ordered network analysis revealed that they generated more higher-level cognitive connections; (3) the motivation is an effective predictor of cognitive presence and learning performance, and discussion representational tool positively moderated the relationship between motivation, cognitive presence, and learning performance. These findings represent a new contribution of the AI-supported discussion representational tool to facilitate online collaborative learning.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142442387","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 the influential factors of online professional learning completion of college teachers from the Global South in an international training program 探索国际培训项目中全球南部高校教师完成在线专业学习的影响因素

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2024-08-14 DOI: 10.1016/j.iheduc.2024.100963

{"title":"Exploring the influential factors of online professional learning completion of college teachers from the Global South in an international training program","authors":"","doi":"10.1016/j.iheduc.2024.100963","DOIUrl":"10.1016/j.iheduc.2024.100963","url":null,"abstract":"<div><p>Online courses emerged as an important mode for large-scale cross-national teachers' professional learning. However, with most previous research on teacher online professional learning (TOPL) focusing on resource-rich and technology-advanced regions, little attention has been paid to the factors influencing the online learning completion of college teachers in Global South contexts. This study aimed to explore the facilitators and inhibitors of this population's online learning completion in a cross-country program. In seven courses, individual, institutional, and country-level data of 3529 teacher-learners from 99 countries were collected. Forty-two learners were further interviewed. We adopted hierarchical linear modeling to analyze the nested relationships among the individual/institutional/country-level factors and course completion. Results revealed several significant associations between individual/institutional/country-level variables and course completion, as well as several moderation effects. Interviews complemented the analytics results. This study uncovers influential factors of TOPL in Global South contexts and provides practical implications for college teachers' online professional learning.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142025156","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

Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability 人工智能支持的同伴反馈方法对大学英语学生反馈质量和写作能力的影响

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2024-07-14 DOI: 10.1016/j.iheduc.2024.100962

引用次数: 0

Exploring learner satisfaction and the effectiveness of microlearning in higher education 探索高等教育中学习者的满意度和微观学习的有效性

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2024-05-23 DOI: 10.1016/j.iheduc.2024.100952

Albert Rof, Andrea Bikfalvi, Pilar Marques

{"title":"Exploring learner satisfaction and the effectiveness of microlearning in higher education","authors":"Albert Rof, Andrea Bikfalvi, Pilar Marques","doi":"10.1016/j.iheduc.2024.100952","DOIUrl":"10.1016/j.iheduc.2024.100952","url":null,"abstract":"<div><p>The rise of microlearning both for professional training and in the field of education seems unstoppable. Nonetheless, there is a lack of evidence of its learning effectiveness and student satisfaction. The purpose of this paper is to uncover these two aspects of microlearning when taking part in a business education program. Its originality is that it analyses in depth a fast-growing EdTech startup that provides business training using microlearning methods, exploring the effect in terms of student satisfaction and learning effectiveness when combining a significant number of microlearning lessons to create a macro-learning course. Findings show that learning effectiveness is mainly explained by the reason for enrolling in this type of training and its applicability to the students' current jobs, resulting in four possible learning outcomes of increasing levels of effectiveness: entertainment, updating knowledge and skills, unexpected learning, and effective learning. This paper helps fill a gap in the research on learner satisfaction and microlearning effectiveness, finding that they are not necessarily guaranteed. It also has practical implications for designing, recruiting for, and implementing microlearning-based programs.</p><p>Keypoints: Empirical research into microlearning effectiveness and student satisfaction in postgraduate business education. Exploring the effectiveness of macro-learning, or the grouping of a significant number of microlearning lessons into a learning program. Uncovering different levels of learning effectiveness and their antecedent conditions.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141159805","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

Self-presentation and social networking online: The professional identity of PhD students in HCI 自我展示与网络社交：人机交互专业博士生的专业身份

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2024-04-26 DOI: 10.1016/j.iheduc.2024.100951

Chuhao Wu, John M. Carroll

引用次数: 0

Hey ChatGPT, give me a title for a paper about degree apathy and student use of AI for assignment writing 嘿，ChatGPT，给我一个关于学位冷漠和学生使用人工智能写作业的论文题目吧

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2024-04-16 DOI: 10.1016/j.iheduc.2024.100950

David Playfoot, Martyn Quigley, Andrew G. Thomas

{"title":"Hey ChatGPT, give me a title for a paper about degree apathy and student use of AI for assignment writing","authors":"David Playfoot, Martyn Quigley, Andrew G. Thomas","doi":"10.1016/j.iheduc.2024.100950","DOIUrl":"https://doi.org/10.1016/j.iheduc.2024.100950","url":null,"abstract":"<div><p>ChatGPT could allow students to plagiarize the content of their coursework with little risk of detection. Little is known about undergraduate willingness to use AI tools. In this study, psychology undergraduates (<em>N</em> = 160) from the United Kingdom, indicated their willingness to use, and history of using, ChatGPT to write university assignments. Almost a third (32%) indicated that they would use such tools; 15% indicated that they had used them already. Neither personality (conscientiousness, agreeableness, Machiavellianism, narcissism), academic performance, nor study skills self-efficacy could predict future use of AI tools. A novel Degree Apathy Scale was the only significant predictor. Willingness to use AI tools was greater when the risk of getting caught was low, and punishment was light, particularly for those high in degree apathy. Findings suggest that degree apathy is a key risk factor in academic misconduct. Wider research and pedagogical applications of degree apathy are discussed.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1096751624000125/pdfft?md5=921c668f5f979500d1fcb3a250efe696&pid=1-s2.0-S1096751624000125-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140605647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Breaking free from the “digital rabbit hole”: A configurational analysis of in-class smartphone distraction among university students 走出 "数字兔子洞"：大学生课上智能手机分心的配置分析

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2024-04-15 DOI: 10.1016/j.iheduc.2024.100949

Yujie Zhou, Liping Deng

引用次数: 0

Why do students disengage from online courses? 为什么学生会脱离在线课程？

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2024-04-02 DOI: 10.1016/j.iheduc.2024.100948

Sacide Güzin Mazman Akar

{"title":"Why do students disengage from online courses?","authors":"Sacide Güzin Mazman Akar","doi":"10.1016/j.iheduc.2024.100948","DOIUrl":"https://doi.org/10.1016/j.iheduc.2024.100948","url":null,"abstract":"<div><p>One of the most significant issues with online education is that students disengage and eventually drop out of the course due to their inability to remain active in the online environment. Thus, disengagement from online courses has been seen as an important obstacle to the successful continuation of the online learning process. This study aimed to empirically explore the disengagement from online courses with a proposed model. A structural model was tested to explain the causal relationship among disengagement, cyberloafing, self-regulation skills, and satisfaction in online learning. The study group consisted of 843 undergraduates from a midsized institution in Turkey who were enrolled in an online course at the time of the study. Results showed that cyberloafing and satisfaction were significant predictors of disengagement, while self-regulation had an indirect effect on it. The study's findings indicated that online instructors and educational policymakers should focus more on fostering satisfaction and enhancing students' self-regulation abilities while keeping cyberloafing under control to prevent disengagement from online courses in the age of digital transformation.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140348145","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

The influences of cognitive abilities on self-regulated learning in online learning environment among Chinese university students with learning disabilities 认知能力对中国学习障碍大学生在线学习环境中自我调节学习的影响

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2024-03-28 DOI: 10.1016/j.iheduc.2024.100947

Li-Chih Wang , Kevin Kien-Hoa Chung

{"title":"The influences of cognitive abilities on self-regulated learning in online learning environment among Chinese university students with learning disabilities","authors":"Li-Chih Wang , Kevin Kien-Hoa Chung","doi":"10.1016/j.iheduc.2024.100947","DOIUrl":"https://doi.org/10.1016/j.iheduc.2024.100947","url":null,"abstract":"<div><p>Students with learning disabilities meet difficulties in cognitive abilities that are likely to affect their learning, especially online learning. Online learning usually lacks efficient face-to-face monitoring and leads to poor learning outcomes; in this case, students' self-regulated learning in an online environment matter. However, Self-Regulated Learning (SRL) status remains unclear for those with learning disabilities and how their working memory and processing speed affect self-regulated learning. A total of 147 undergraduate students were recruited from three public and four private universities in Taiwan to join this study, and they completed a self-reported questionnaire and several psychological measures. Our results revealed significant differences in SRL features between typically developing Chinese undergraduates and those with learning disabilities in an online environment. Compared to the students with learning disabilities, typically developing students outperformed in metacognitive skills, time management, environmental structuring, and persistence. Help-seeking was comparable between both groups. Working memory significantly contributed to SRL in all students, whereas processing speed only significantly influenced SRL in students with learning disabilities. The findings of this study have important implications for educators, researchers, and instructional designers aiming to optimize online learning experiences and support, especially from the perspective of SRL, for all students, particularly those with learning disabilities.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140535346","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

Empowering collaborative knowledge construction through the implementation of a collaborative argument map tool 通过实施协作论证图工具增强协作知识构建能力

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2024-03-18 DOI: 10.1016/j.iheduc.2024.100946

Fan Ouyang , Liyin Zhang , Mian Wu , Pengcheng Jiao

{"title":"Empowering collaborative knowledge construction through the implementation of a collaborative argument map tool","authors":"Fan Ouyang , Liyin Zhang , Mian Wu , Pengcheng Jiao","doi":"10.1016/j.iheduc.2024.100946","DOIUrl":"https://doi.org/10.1016/j.iheduc.2024.100946","url":null,"abstract":"<div><p>Collaborative knowledge construction has been used in higher education to support student groups' collaborative learning activities through students' exchange, negotiation, and reflection of perspectives through peer communications. To support this process, collaborative learning analytics tools have been designed to collect and analyze collaborative process and performance data with a goal to provide actionable feedback and improve learning quality. However, few tools have demonstrated the mechanism and details about how students develop their perspectives during the collaborative knowledge construction process in higher education. To fill this gap, this research proposed a tool named Collaborative Argument Map (CAM) that creatively visualized different types of perspectives students proposed from the individual, peer, and group levels. This tool was further implemented in a graduate-level course in online collaborative writing activities in China's higher education, with a goal to support students' knowledge construction with peers. The summative and process-oriented learning analytics approaches were conducted to reveal the effects of CAM on students' collaborative perceptions, processes, and final products. Results showed that most students made substantive use of the CAM tool and reported positive perceptions of the tool. Further examinations verified the tool's positive effects on improving the students' cognitive engagement levels and the quality of their final collaborative writing products. This research provided practical implications for future CLA tool design and instructional implications for using this type of tool in collaborative learning in higher education.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140191407","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