Internet and Higher Education最新文献

{"title":"Transforming online learning research: Leveraging GPT large language models for automated content analysis of cognitive presence","authors":"Daniela Castellanos-Reyes ,&nbsp;Larisa Olesova ,&nbsp;Ayesha Sadaf","doi":"10.1016/j.iheduc.2025.101001","DOIUrl":"10.1016/j.iheduc.2025.101001","url":null,"abstract":"<div><div>The last two decades of online learning research vastly flourished by examining discussion board text data through content analysis based on constructs like cognitive presence (CP) with the Practical Inquiry Model (PIM). The PIM sets a footprint for how cognitive development unfolds in collaborative inquiry in online learning experiences. Ironically, content analysis is a resource-intensive endeavor in terms of time and expertise, making researchers look for ways to automate text classification through ensemble machine-learning algorithms. We leveraged large language models (LLMs) through OpenAI's Generative Pre-Trained Transformer (GPT) models in the public API to automate the content analysis of students' text data based on PIM indicators and assess the reliability and efficiency of automated content analysis compared to human analysis. Using the seven steps of the Large Language Model Content Analysis (LACA) approach, we proposed an AI-adapted CP codebook leveraging prompt engineering techniques (i.e., role, chain-of-thought, one-shot, few-shot) for the automated content analysis of CP. We found that a fine-tuned model with a one-shot prompt achieved moderate interrater reliability with researchers. The models were more reliable when classifying students' discussion board text in the Integration phase of the PIM. A cost comparison showed an obvious cost advantage of LACA approaches in online learning research in terms of efficiency. Nevertheless, practitioners still need considerable data literacy skills to deploy LACA at a scale. We offer theoretical suggestions for simplifying the CP codebook and improving the IRR with LLM. Implications for practice are discussed, and future research that includes instructional advice is recommended.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 101001"},"PeriodicalIF":6.4,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143429722","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}

{"title":"Awareness, perception, and adoption of ChatGPT in African HEIs: A multi-dimensional analysis","authors":"Olugbenga Ayo Ojubanire ,&nbsp;Sunday Adewale Olaleye ,&nbsp;Mohamed Amine Marhraoui ,&nbsp;Mesiet William Kamihanda ,&nbsp;Oluwatosin Ifedayo Oke ,&nbsp;Oluwaseun Abigail Ojubanire","doi":"10.1016/j.iheduc.2025.100999","DOIUrl":"10.1016/j.iheduc.2025.100999","url":null,"abstract":"<div><div>The adoption of artificial intelligence (AI), particularly Large Language Models like ChatGPT, has gained significant traction in the education sector, offering numerous benefits for students and educators alike. This study focuses on the triggers and drivers of ChatGPT adoption within African higher education institutions (HEIs). Utilizing the Technology Acceptance Model (TAM) and the Diffusion of Innovations Theory (DIT) as theoretical frameworks, the research proposes a conceptual model to explore the impact of ChatGPT on perceived usefulness and awareness. Additionally, the study examines how ChatGPT awareness influences perceived usefulness through the intermediary role of ChatGPT knowledge. A quantitative methodology was employed, with data collected from higher education institutions in Morocco, Nigeria, and Tanzania. The Partial Least Squares Structural Equation Modelling (PLS-SEM) technique was used to analyze the data. The findings emphasize the positive impact of triggers on both the perceived usefulness and awareness of ChatGPT. Furthermore, the study highlights the significant effect of ChatGPT awareness on perceived usefulness, mediated by knowledge. The research contributes to the existing literature by providing empirical insights into the adoption of ChatGPT in African HEIs and underscores the importance of awareness and knowledge in enhancing perceived usefulness. The study also offers practical recommendations for educators and policymakers to facilitate the effective integration of AI tools in education, considering regional and demographic variations.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100999"},"PeriodicalIF":6.4,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143378926","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}

{"title":"Humanizing college online instruction: The effects of professional development on faculty perceptions and instructional practices","authors":"Di Xu ,&nbsp;Yujia Liu ,&nbsp;Zhiling Meng Shea ,&nbsp;Kimberly Vincent-Layton ,&nbsp;Jeffrey White ,&nbsp;Michelle Pacansky-Brock","doi":"10.1016/j.iheduc.2025.100998","DOIUrl":"10.1016/j.iheduc.2025.100998","url":null,"abstract":"<div><div>The rapid growth of online learning has raised concerns about quality and equity in virtual education. This study introduces the Humanizing Online STEM Academy, a six-week professional development program designed specifically to promote humanizing and inclusive teaching within STEM college online courses. We document in detail the Academy's design and instructional approach, and examine its impact on the perceptions and instructional practices of 79 faculty participants from eight California institutions, using pre- and post-Academy surveys and in-depth interviews. Results indicate that participants found the humanizing elements covered in the Academy highly beneficial for building trust with students. Post-Academy, instructors reported increased confidence in online teaching, stronger belief in their ability to address equity gaps, and enhanced support for diverse student backgrounds. Their instructional approaches also evolved to prioritize interpersonal interactions and individual student needs. Interviews revealed heightened awareness of student diversity and intentional efforts to accommodate it.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100998"},"PeriodicalIF":6.4,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143421787","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}

{"title":"Investigating the relationship between collaborative design, online learning and educator integrated professional development","authors":"Vasiliki Papageorgiou ,&nbsp;Edgar Meyer ,&nbsp;Iro Ntonia","doi":"10.1016/j.iheduc.2025.100997","DOIUrl":"10.1016/j.iheduc.2025.100997","url":null,"abstract":"<div><div>The global expansion of university-level online programmes has heightened the demand for educators to design and facilitate meaningful learning experiences. However, many educators lack the necessary expertise and experience, highlighting the urgency for contextually relevant professional development opportunities. This paper investigates the collaborative design processes of novice online educators and digital learning professionals when designing online learning and the conditions promoting educators’ development. A multiple case study methodology was employed, recruiting six interdisciplinary design teams from five UK-based universities. Data collection involved two phases of semi-structured interviews and design meeting observations. Findings evidence three key processes: (1) framing the design inquiry, (2) sharing and integrating insider knowledge and expertise, and (3) anticipating the future. Emotional support, skilled facilitation and valuing diverse perspectives acted as enabling conditions. We propose network-enabled and boundary-crossing capabilities as novel dimensions of educators’ development. This paper emphasises the need for purposeful collaborative design initiatives for integrated professional development.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100997"},"PeriodicalIF":6.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388210","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}

{"title":"A systematic literature review on the application of generative artificial intelligence (GAI) in teaching within higher education: Instructional contexts, process, and strategies","authors":"Peijun Wang ,&nbsp;Yuhui Jing ,&nbsp;Shusheng Shen","doi":"10.1016/j.iheduc.2025.100996","DOIUrl":"10.1016/j.iheduc.2025.100996","url":null,"abstract":"<div><div>Represented by ChatGPT, Generative Artificial Intelligence (GAI) is revolutionizing the field of education. Despite a series of related studies and reviews around GAI, existing reviews predominantly focus on macro-level discussions covering overall development trends, core issues, opportunities and risks. There has been a lack of systematic reviews from a meso-level perspective examining the application of GAI in classroom teaching within higher education. This study employs a systematic literature review method, examining 139 articles from Web of Science, EBSCO, and Scopus databases. Findings include: (1)In terms of disciplines and types of GAI applications, engineering, health and medicine, and language are the most popular, while humanities, social sciences, basic sciences, mathematics, sports sciences, and interdisciplinary fields have fewer applications. Based on Strobel's classification of GAI(2024), it is found that Generators, Reimaginators, and Assistants are the most widely applied types of GAI. In contrast, Synthesizers and Enablers are less commonly utilized. Regarding the adoption trends across disciplines, engineering and language have a diverse range of GAI product types applied, whereas health and medicine has fewer types of GAI products in use. Due to smaller sample sizes, the analysis of GAI product types in the remaining six disciplines is also relatively limited. (2)In terms of the application of GAI across different disciplines, a small portion of GAI applications reflect distinctive disciplinary characteristics. Regarding the roles mapped out by the application of GAI, based on Xu and Ouyang's classification(2022), instructors or students predominantly perceive GAI as “New Subject” or “Direct Mediator\", with less emphasis on the role of “Supplement Assistant”. Regarding the integration into the classroom, as assessed through the SAMR framework, most GAI applications are in the Augmentation level. There are also some in the Substitution and Modification levels, while applications in the Redefinition level are relatively rare. (3)In terms of the selection of instructional strategies under GAI applications, there are 18 types of strategies across four orientations, primarily emphasizing constructive and reflective orientations. Strategies focusing on didactic and authentic orientiations are less frequently utilized. Regarding the roles GAI plays as reflected in instructional strategies, it predominantly assumes roles as “New Subject” and “Direct Mediator\", with the role of “Supplementary Assistant” yet to be explored. Finally, this study evaluated the instructional application research of GAI from three dimensions: GAI product type and applied discipline, discipline-specific application and integration level, instructional strategies and GAI role, and put forward relevant research suggestions.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100996"},"PeriodicalIF":6.4,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143300098","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}

{"title":"Virtual avoidance: Examining STEM students' lower interest in online courses","authors":"Miranda M. McIntyre ,&nbsp;Geoffrey Cui ,&nbsp;Yunfei Hou","doi":"10.1016/j.iheduc.2025.100995","DOIUrl":"10.1016/j.iheduc.2025.100995","url":null,"abstract":"<div><div>Online education is growing in popularity, yet online courses in science, technology, engineering, and mathematics (STEM) experience lower student satisfaction and higher attrition compared to non-STEM courses. This study explores differences in online course perceptions between STEM and non-STEM students and how these perceptions influence their intentions to enroll in future online courses. A sample of 1245 students was recruited from a diverse range of majors, with 44 % of students majoring in STEM. Relative to non-STEM majors, STEM students felt that online classes offer lower performance outcomes, are less enjoyable, and offer less flexibility while requiring more effort. These perceptions explain 74 % of the variance in intentions to enroll in online courses. Differences among STEM sub-categories were also examined to provide a nuanced picture of students' experiences in online courses. The findings identify strategic improvements for online STEM courses by targeting learning-based performance, flexibility in course modality, and students' enjoyment.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100995"},"PeriodicalIF":6.4,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143077774","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}

{"title":"Digital diaries supporting self-regulated learning during in-person and online transitions","authors":"Zui Cheng ,&nbsp;Danyang Zhang ,&nbsp;Shan Peng ,&nbsp;Xinyi Xiong ,&nbsp;Qixiu Xiong","doi":"10.1016/j.iheduc.2025.100994","DOIUrl":"10.1016/j.iheduc.2025.100994","url":null,"abstract":"<div><div>The transition between online and in-person learning has become a recurring challenge in contemporary education, highlighting the need for effective strategies to support students' self-regulated learning (SRL) during these shifts. This study examines the impact of digital diaries on undergraduate students' perceived SRL skills during a critical transition from in-person to online learning. Using a quasi-experimental design, the study compares SRL skills over an 18-week technology integration course, with one group utilizing digital diaries and a control group that did not. The findings reveal that students using digital diaries experienced significant improvements in their SRL skills, particularly in goal setting, environment structuring, help-seeking, and self-evaluation, during the transition to online learning. These enhancements persisted even after returning to in-person learning. In contrast, the control group showed more modest improvements, with SRL skills remaining stable in online settings and only increasing significantly during in-person instruction. This research underscores the potential of digital diaries as a targeted intervention to enhance SRL, particularly in online learning environments, offering educators actionable insights to better support student adaptation during these educational transitions.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100994"},"PeriodicalIF":6.4,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143049708","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}

{"title":"Does professional development for online instruction improve student course outcomes?","authors":"Xuehan Zhou ,&nbsp;Qiujie Li ,&nbsp;Di Xu","doi":"10.1016/j.iheduc.2025.100993","DOIUrl":"10.1016/j.iheduc.2025.100993","url":null,"abstract":"<div><div>With the fast expansion of online learning in higher education, institutions have increasingly offered and mandated faculty professional development (PD) programs focused on online instruction. However, the extent to which these PD programs indeed lead to improved students' online course performance remains largely unknown. This paper used a rigorous quasi-experimental approach to estimate the impact of a PD program on student online course performance at a large community college using a dataset that includes more than 370,000 online course enrollments taught by close to 900 instructors. The analyses yielded robust, nonsignificant estimates for the PD program on both online course persistence and course grades. Further qualitative analysis of the courses taught by PD participants indicated that instructors' integration of elements covered by the PD training into their subsequent teaching was fairly limited, highlighting the need for ongoing support to help instructors incorporate recommended practices into instruction.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100993"},"PeriodicalIF":6.4,"publicationDate":"2025-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143049706","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}

{"title":"Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning","authors":"Mohammadreza Farrokhnia ,&nbsp;Abbas Taghizade ,&nbsp;Roshan Ahmadi ,&nbsp;Pantelis M. Papadopoulos ,&nbsp;Omid Noroozi","doi":"10.1016/j.iheduc.2025.100992","DOIUrl":"10.1016/j.iheduc.2025.100992","url":null,"abstract":"<div><div>Learner satisfaction is a key metric that encapsulates the overall e-learning experience. While numerous studies have explored the “what” (i.e., the factors that predict satisfaction), there has been less focus on the “how” (i.e., the mechanisms through which these factors are associated to satisfaction). This study seeks to address this gap by elucidating how two key individual factors, motivation and self-regulation, are associated with satisfaction. It postulates that while these factors are directly associated with learner satisfaction, they also have an indirect relationship through their association with the Community of Inquiry (CoI) presences—social, cognitive, and teaching—which serve as mediating factors. Data were collected from 247 master's students enrolled in online programs at three state universities in Iran. Path analysis was performed to study the interactions between these variables. The findings provide valuable insights into their complex relationships, revealing that self-regulation had a more substantial predictive role in learner satisfaction than learner motivation. Furthermore, while both motivation and self-regulation were directly associated with satisfaction, they also had indirect associations through their relationship with the three CoI presences. Within this process, the perception of cognitive presence emerged as a central mediator, highlighting its crucial role in enhancing the e-learning experience. The paper concludes with suggestions for theoretical advancement and practical implications for future e-learning practices.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100992"},"PeriodicalIF":6.4,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142975137","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}

{"title":"Effects of GenAI-empowered interactive support on university EFL students' self-regulated strategy use and engagement in reading","authors":"Mengru Pan ,&nbsp;Chun Lai ,&nbsp;Kai Guo","doi":"10.1016/j.iheduc.2024.100991","DOIUrl":"10.1016/j.iheduc.2024.100991","url":null,"abstract":"<div><div>Reading poses challenges for learners of English as a foreign language (EFL), as it requires strategic engagement with the text through an interactive meaning-making process. Self-regulated learning (SRL) training, which helps learners develop the ability to make strategic efforts to manage their reading process and maintain engagement in reading, has been increasingly used to assist EFL learners. However, one limitation of existing SRL training is the lack of interactive personalised support tailored to the specific needs of individual students. Recent developments in generative artificial intelligence (GenAI) may help address this limitation. This study explores how interactive personalised SRL support via a GenAI chatbot might affect university EFL learners' self-regulated strategy use and engagement in reading. Sixty-one Chinese EFL students from two classes at a university received a 45-min training session on SRL in reading and then engaged in a 12-week self-directed reading using an online reading platform embedded with SRL support. One class (the experimental group, <em>N</em> = 31) had access to the chatbot on the platform to support their self-regulated reading, while the other class (the control group, <em>N</em> = 30) received no chatbot assistance on the platform. Self-regulated reading strategy use and reading engagement were assessed through pre- and post-questionnaires, log data on the platform, and semi-structured interviews. It was found that the intervention significantly improved students' self-regulated reading strategy use and reading engagement, indicating the positive effect of GenAI-enabled interactive personalised SRL support. This study substantiates the value of interactive SRL support in the context of EFL reading.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100991"},"PeriodicalIF":6.4,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143173787","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}