Internet and Higher Education最新文献

Promoting university students' situational engagement in online learning for climate education 促进大学生在气候教育在线学习中的情景参与

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2024-11-19 DOI: 10.1016/j.iheduc.2024.100987

Elisa Vilhunen , Veli-Matti Vesterinen , Mikko Äijälä , Janne Salovaara , Joula Siponen , Jari Lavonen , Katariina Salmela-Aro , Laura Riuttanen

{"title":"Promoting university students' situational engagement in online learning for climate education","authors":"Elisa Vilhunen , Veli-Matti Vesterinen , Mikko Äijälä , Janne Salovaara , Joula Siponen , Jari Lavonen , Katariina Salmela-Aro , Laura Riuttanen","doi":"10.1016/j.iheduc.2024.100987","DOIUrl":"10.1016/j.iheduc.2024.100987","url":null,"abstract":"<div><div>Disengagement in online learning is known to pose a risk to student learning and wellbeing. In this paper, we first introduce the development and implementation process of a set of online university climate education courses aimed at enhancing student situational engagement through diverse learning activities. Second, engagement (conceptualized here as the co-occurrence of interest, skill, and challenge, i.e., optimal learning moments), and activities during the online courses were examined through ecological momentary assessment, and the relationship between them was investigated through two-level regression models. The results showed that the students were likely to experience optimal learning moments when they were formulating problems and ideating alternatives or designing solutions. Formulating problems and ideating alternatives can promote a student sense of competence, and by designing solutions, students can work with adequately challenging learning tasks. Thus, by implementing such activities in (online) teaching and learning, educators can contribute positively to student engagement.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100987"},"PeriodicalIF":6.4,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142696757","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

The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion 自我效能与技术依赖的悖论：解读生成式人工智能对大学生完成任务的影响

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2024-11-14 DOI: 10.1016/j.iheduc.2024.100978

Ling Zhang , Junzhou Xu

{"title":"The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion","authors":"Ling Zhang , Junzhou Xu","doi":"10.1016/j.iheduc.2024.100978","DOIUrl":"10.1016/j.iheduc.2024.100978","url":null,"abstract":"<div><div>In the era of proliferating artificial intelligence (AI) technology, generative AI is reshaping educational landscapes, prompting a critical examination of its influence on students' learning processes and their self-efficacy amid concerns over growing technological dependence. This study investigates the nuanced relationship between generative AI use and university students' self-efficacy and technological dependence, illuminating the underlying paradoxes and implications for inclusive education practices. Through a survey of 348 university students, with 200 valid responses analyzed, we uncover the direct and indirect impacts of generative AI usage frequency on AI dependence. Our findings reveal a paradoxical effect: enhanced AI usage significantly amplifies students' confidence and efficiency in learning, yet simultaneously intensifies their dependence on AI. This dual impact both supports and complicates the incorporation of AI technologies into educational settings, underscoring the need for a balanced approach to leveraging AI in teaching and learning. Our study underscores the critical importance of a nuanced understanding of AI's role in education. It highlights the necessity of crafting an educational landscape where technology augments learning processes without compromising independent learning capabilities. By navigating the complex interplay between technological advancement and educational inclusivity, our findings guide the development of AI-assisted learning environments that are not only effective but also equitable and accessible.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100978"},"PeriodicalIF":6.4,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662551","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

Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies 以前的在线学习经历是偶然的专业发展：在线教师信念和策略横断面调查

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2024-11-05 DOI: 10.1016/j.iheduc.2024.100977

Kerry J. Burner, Vanessa P. Dennen, Sihan Jian

{"title":"Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies","authors":"Kerry J. Burner, Vanessa P. Dennen, Sihan Jian","doi":"10.1016/j.iheduc.2024.100977","DOIUrl":"10.1016/j.iheduc.2024.100977","url":null,"abstract":"<div><div>This study examines how prior experiences as online learners prepare instructors for being online instructors through incidental learning. The study is driven by four research questions, inquiring whether instructors draw upon that experience when teaching online and whether instructors with this online learning experience differ from other online instructors regarding teaching strategies, help-seeking, and use of quality measures. Findings from an online survey show that most instructors with prior online learning experience believe that experience has heavily shaped some of their teaching practices and their desire to teach online. Additionally, these instructors were significantly more likely than their counterparts without online learning experience to find end-of-week summaries, online discussions, and small group activities important. The implications of these and the non-significant findings around help-seeking and quality measures are discussed in the light of professional development programs and meeting the needs of online instructors in higher education environments.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"64 ","pages":"Article 100977"},"PeriodicalIF":6.4,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142586904","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

Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback 互动与对话：人工智能在混合模式写作反馈中的整合与应用

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2024-10-30 DOI: 10.1016/j.iheduc.2024.100975

Yang Jiang

引用次数: 0

A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments 从情境期望值理论角度看混合式学习环境中的教学临场感和学生参与度

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2024-10-28 DOI: 10.1016/j.iheduc.2024.100974

Jing Ma , Mingmin Zheng , Xiaoxiao Feng

{"title":"A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments","authors":"Jing Ma , Mingmin Zheng , Xiaoxiao Feng","doi":"10.1016/j.iheduc.2024.100974","DOIUrl":"10.1016/j.iheduc.2024.100974","url":null,"abstract":"<div><div>Teaching presence is a key factor affecting student engagement, yet scant research has examined the uniquely longitudinal effect of teaching presence on student engagement. This study, guided by the the processual, situated, and directional lens of Situated Expectancy-Value Theory (SEVT), employed longitudinal structural equation modeling to analyze data from 258 undergraduate students at a Chinese university, investigating how initial teaching presence influenced subsequent motivational constructs (self-efficacy and course value) and student engagement in blended learning environments. Our findings revealed there was an evolving and complex interplay among these constructs. Teaching presence demonstrated a sustained autoregressive effect of itself. Meanwhile, teaching presence acted as a situated catalyst that not only impacted immediate student engagement but also later perceptions of course value and self-efficacy, which in turn increased student engagement levels at the end of the semester. Furthermore, while self-efficacy and course value mediated the relationship between teaching presence and student engagement, the mediating effect of course value was more pronounced. Additionally, the directionality of predicting relationships, revealing a predominant influence from teaching presence to student engagement, rather than a reciprocal relationship. This research underscores the importance of instructional strategies prioritizing a robust teaching presence to initiate a cycle of positive student engagement in blended learning environments. By understanding the longitudinal effects of teaching presence, educators can develop more effective approaches to enhance student engagement and learning outcomes.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"64 ","pages":"Article 100974"},"PeriodicalIF":6.4,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659109","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

Experiential learning through simulations in fully online asynchronous courses: Exploring the role of self-debriefing

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2024-10-26 DOI: 10.1016/j.iheduc.2024.100976

David De Jong , Sara Dexter

{"title":"Experiential learning through simulations in fully online asynchronous courses: Exploring the role of self-debriefing","authors":"David De Jong , Sara Dexter","doi":"10.1016/j.iheduc.2024.100976","DOIUrl":"10.1016/j.iheduc.2024.100976","url":null,"abstract":"<div><div>Online preparation of professionals is increasing in higher education, which in educational leadership preparation programs raises the need for a means to provide authentic simulations of leadership experiences and help aspirants learn from them. This study presents a content analysis of 826 responses from 59 different school leadership students who, following each of the 14 simulations they experienced, wrote one response in an asynchronous format as a form of self-debriefing. The five themes identified map to the four phases of the experiential learning cycle (Kolb, 1984), suggesting that virtual opportunities to practice leadership in simulations may serve as grounding experiences after which developing professionals can reflect upon, integrate with new understandings, and try out alternate approaches. This study demonstrates the purpose of self-debriefing following online simulations of relevant professional experiences and how self-debriefing may propel students through the full experiential learning cycle, offering a valuable avenue for professional development in higher education.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100976"},"PeriodicalIF":6.4,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745703","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

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

Xi Kong , Zhi Liu , Changsheng Chen , Sannyuya Liu , Zhenguo Xu , Qianhui Tang

{"title":"Exploratory study of an AI-supported discussion representational tool for online collaborative learning in a Chinese university","authors":"Xi Kong , Zhi Liu , Changsheng Chen , Sannyuya Liu , Zhenguo Xu , Qianhui Tang","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":"64 ","pages":"Article 100973"},"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

Chao Wang , Xiao Hu

{"title":"Exploring the influential factors of online professional learning completion of college teachers from the Global South in an international training program","authors":"Chao Wang , Xiao Hu","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":"64 ","pages":"Article 100963"},"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

Kai Guo , Mengru Pan , Yuanke Li , Chun Lai

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":"62 ","pages":"Article 100952"},"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