Internet and Higher Education最新文献

The affordances of Artificial Intelligence (AI) and ethical considerations across the instruction cycle: A systematic review of AI in online higher education 人工智能（AI）的功能和整个教学周期的伦理考虑：在线高等教育中人工智能的系统回顾

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2025-07-19 DOI: 10.1016/j.iheduc.2025.101039

Min Zhuang , Siyu Long, Florence Martin, Daniela Castellanos-Reyes

{"title":"The affordances of Artificial Intelligence (AI) and ethical considerations across the instruction cycle: A systematic review of AI in online higher education","authors":"Min Zhuang , Siyu Long, Florence Martin, Daniela Castellanos-Reyes","doi":"10.1016/j.iheduc.2025.101039","DOIUrl":"10.1016/j.iheduc.2025.101039","url":null,"abstract":"<div><div>As Artificial Intelligence (AI) advances, discussions regarding its potential in education have attracted significant attention. This systematic review synthesizes AI affordances in online higher education, particularly identifying various ways AI is used throughout the online instruction cycle. We analyzed fifty-five studies focusing on publication trends, research methodology and quality, AI affordances during the design, facilitation, assessment and evaluation stages, and ethical considerations in this context. The findings revealed the applications of AI-empowered systems and Machine Learning (ML) models in various tasks such as establishing learning objectives in design, supporting cognition in facilitation, automatic grading in assessment, and measuring instruction quality in evaluation. We also discussed the trends regarding the limited incorporation of theoretical frameworks, a dominance of quantitative methods, a focus of big data, and a tendency towards personalization and adaptation. The ethical considerations were categorized for each research phase - data collection, analysis, and interpretation and usage, with an emphasis on validation approaches for AI generated outputs. These findings have implications on effectively integrating AI technologies by highlighting possibilities and competencies required for practitioners and inferring potential opportunities for researchers.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101039"},"PeriodicalIF":6.4,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144664742","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 GenAI divide among university students: A call for action 大学生的基因分化：行动呼吁

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2025-07-09 DOI: 10.1016/j.iheduc.2025.101036

Karley Beckman , Tiffani Apps , Sarah Katherine Howard , Claire Rogerson , Ann Rogerson , Jo Tondeur

{"title":"The GenAI divide among university students: A call for action","authors":"Karley Beckman , Tiffani Apps , Sarah Katherine Howard , Claire Rogerson , Ann Rogerson , Jo Tondeur","doi":"10.1016/j.iheduc.2025.101036","DOIUrl":"10.1016/j.iheduc.2025.101036","url":null,"abstract":"<div><div>The rapid pace of technological change with generative artificial intelligence is accelerating much faster than our capacity to understand and regulate it. Higher education institutions have been firmly focused on the impacts of this innovation on academic integrity while grappling with unknown longer-term impacts on students' academic study and future work. This mixed method study aims to capture student perspectives on their self-reported understanding of GenAI and intentions to use GenAI for their academic study during the critical diffusion stage and policy vacuum. Through a survey with 194 university students, the study explored student's understanding, knowledge, experience and intended use of GenAI tools to support their academic study. The paper presents three distinct student profiles established through cluster analysis of measures of digital and AI literacy, which are then explored in-depth through presentation of qualitative items. Notably, the cluster profiles demonstrate variation across the profiles of novice, cautious and enthusiastic users and patterns related to their knowledge of ChatGPT and intended uses. The paper draws on digital divide empirical literature and explores the potential to repeat digital divides among groups of students based on their access, capabilities, and capacity to leverage these for educational advantage. We propose that building upon a vast existing body of educational research about digital literacy inequalities offers rich insights into the current problems facing education institutions, specifically, what role do universities play in supporting students to understand and harness GenAI, now and in their futures.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101036"},"PeriodicalIF":6.4,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144613166","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

Feasibility study of an internet-based virtual cultural exchange programme: Asian, North American and European university students 以亚洲、北美及欧洲大学生为对象的网上虚拟文化交流计划可行性研究

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2025-07-08 DOI: 10.1016/j.iheduc.2025.101037

Kin Cheung , Nok Hang Leung , Virginia Pulcini , Antonella Giacosa , Nesrine Triki , Rebecca Fitzgerald , Rebecca Trautwein , Bin Li , Yee Na Li , Hilda Tsang , Ka Yee Lui , Wilson Yeung Yuk Kwok

{"title":"Feasibility study of an internet-based virtual cultural exchange programme: Asian, North American and European university students","authors":"Kin Cheung , Nok Hang Leung , Virginia Pulcini , Antonella Giacosa , Nesrine Triki , Rebecca Fitzgerald , Rebecca Trautwein , Bin Li , Yee Na Li , Hilda Tsang , Ka Yee Lui , Wilson Yeung Yuk Kwok","doi":"10.1016/j.iheduc.2025.101037","DOIUrl":"10.1016/j.iheduc.2025.101037","url":null,"abstract":"<div><div>There is still little knowledge about informal virtual cultural exchange programs deploying social media as an internet-based communication platform among students from different disciplines. This study aimed to address this research gap by examining the effect of a four-week theory-driven WhatsApp-based virtual cultural exchange program titled “Internationalization-at-Home” (IaH) among university students from three continents. A repeated-measure design was adopted. 60 university students from Canada (North America), Hong Kong (Asia) and Italy (Europe) were recruited from February to March 2021, with 20 students from each site. Participants from different sites were paired up to experience informal intercultural interaction through WhatsApp interaction. The results showed that IaH reduced the apprehension about intercultural communication. Furthermore, the high attendance and retention rate, together with the general satisfaction demonstrated the acceptance of the IaH. These findings demonstrate significant implications for global applications as they highlight the potential of virtual cultural exchange to alleviate fear and anxiety, thereby facilitating intercultural communication. This study also provides evidence supporting the widespread adoption of similar initiatives worldwide in the post-COVID-19 era.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101037"},"PeriodicalIF":6.4,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144623616","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

Maximizing effectiveness of AI-generated instructors through human-like behavior and dynamic visual cues in instructional videos: Evidence from an eye-tracking study 通过教学视频中的类人行为和动态视觉线索最大化人工智能生成教师的有效性：来自眼动追踪研究的证据

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2025-07-01 DOI: 10.1016/j.iheduc.2025.101034

Tao Xu , Qian Chen , Zhiwei Zhang , Bingyu Dong , Hui Zhang , Jie Bai , Yun Zhou

{"title":"Maximizing effectiveness of AI-generated instructors through human-like behavior and dynamic visual cues in instructional videos: Evidence from an eye-tracking study","authors":"Tao Xu , Qian Chen , Zhiwei Zhang , Bingyu Dong , Hui Zhang , Jie Bai , Yun Zhou","doi":"10.1016/j.iheduc.2025.101034","DOIUrl":"10.1016/j.iheduc.2025.101034","url":null,"abstract":"<div><div>The rapid advancement of Artificial Intelligence Generated Content (AIGC) has revolutionized the production of instructional videos and lectures in MOOCs, opening a new chapter in their use for education. This technology enables the generation of talking instructors from text and images or clips of real people. However, the impact of behavioral fidelity and visual cues provided by these generated instructors on learning outcomes in instructional videos remains unknown. This study addresses this gap by employing a 2 × 2 within-subjects design (behavioral fidelity: high/low; visual cues: with/without) with 36 college student participants. We assessed learning performance, social presence, satisfaction, cognitive load, humanness, and motivation, and analyzed eye movements. Results revealed that high behavioral fidelity increased social presence and more effectively engages students, leading to better transfer performance. Visual cues were found to facilitate the organization and integration of information. The generated instructors were most effective when resembling human behavior and using dynamic visual cues. However, further refinement is needed for the voice and gestures of these instructors. The findings extend the social agency theory related to animated and human instructors to the context of AI-generated instructors. We recommend using instructors with high behavioral fidelity in instructional videos, featuring realistic beat gestures, body movements, facial expressions, and eye contact. Our study offers valuable insights into the implications of using AIGC in educational settings.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101034"},"PeriodicalIF":6.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563552","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

Parallel empathy or reactive empathy? The role of emotional support provided by affective pedagogical agent in online learning 平行同理心还是反应性同理心？情感教学主体提供的情感支持在网络学习中的作用

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2025-07-01 DOI: 10.1016/j.iheduc.2025.101035

Yanqing Wang , Shaoying Gong , Yang Cao , Ying Liu

{"title":"Parallel empathy or reactive empathy? The role of emotional support provided by affective pedagogical agent in online learning","authors":"Yanqing Wang , Shaoying Gong , Yang Cao , Ying Liu","doi":"10.1016/j.iheduc.2025.101035","DOIUrl":"10.1016/j.iheduc.2025.101035","url":null,"abstract":"<div><div>To increase human-computer interaction and motivate university students' online learning, this study investigated the effects of affective pedagogical agent (PA) providing parallel empathy and reactive empathy in an online learning scenario. In a 2 (Parallel empathy: yes vs. no) × 2 (Reactive empathy: yes vs. no) between-subjects design, 122 university students learned 10 psychological concepts about judgment and decision-making while their eye movements were tracked and physiological arousals (i.e., heart rate and electrodermal activity) were detected. The results found that (a) affective PA that provides learners with reactive empathy could enhance learners' physiological arousal, guide learners to devote more attention to key learning content, and improve retention and transfer performances; (b) affective PA providing both parallel empathy and reactive empathy was more likely to promote transfer performance than those only providing parallel empathy or reactive empathy; (c) affective PA neither increased learners' extraneous cognitive load nor distracted learners' attention. In summary, this study confirms that reactive empathy may be the most important empathy provided by affective PA, and demonstrates that affective PA providing both parallel empathy and reactive empathy were most effective in promoting deep learning. Research findings help enrich prior theories and provide a reference for future researchers to design affective PA.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101035"},"PeriodicalIF":6.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144565724","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

Enhancing online college students' self-regulated learning and performance through self-assessments and commitment strategies 通过自我评估和承诺策略提高网络大学生的自主学习和绩效

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2025-06-18 DOI: 10.1016/j.iheduc.2025.101033

Kun Huang , Anita Lee-Post

引用次数: 0

Changes in online engagement at the within-person level, profiles, dynamics and association with achievement 在线参与在个人层面的变化，概况，动态和与成就的联系

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2025-06-15 DOI: 10.1016/j.iheduc.2025.101031

Mohammed Saqr, Sonsoles López-Pernas

{"title":"Changes in online engagement at the within-person level, profiles, dynamics and association with achievement","authors":"Mohammed Saqr, Sonsoles López-Pernas","doi":"10.1016/j.iheduc.2025.101031","DOIUrl":"10.1016/j.iheduc.2025.101031","url":null,"abstract":"<div><div>While the dominant population-based research is immensely useful in revealing the general trends, it falls short of capturing the intraindividual –or within-person – changes on the individual level. Capturing the individualized processes helps create personalized interventions and advance our understanding of the person in which the learning process takes place. This study aimed at modeling the within-person profiles of change in engagement and charting their temporal unfolding and transitions of 307 students, spanning 12 courses —3684 course enrollments in total—, across three years of education. We use a combination of mixture models, sequence and transition analysis, as well as multilevel repeated measures ANOVA to capture such changes, their longitudinal unfolding and how they relate to performance. Our results revealed three within-person profiles of change (up, down, and average). These profiles were plotted, their sequential unfolding was studied by sequence analysis and then we clustered the longitudinal trajectories of these profiles resulting in three distinct trajectories: an ascending, a descending, and a stable trajectory. We found that the baseline average profile represented an attractor state that was indicative of resilience, stability, and high achievement and students who did below their own average were at risk if they did not catch up. Therefore, our results suggest that tracking the within-person changes in engagement at the individual level opens the door for individualized tracking and intervention that require no constraints of samples or averaging across aggregate data</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101031"},"PeriodicalIF":6.4,"publicationDate":"2025-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144313228","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

Temporal structuring in asynchronous discussions: Designing for collaborative learning in online university courses 异步讨论中的时间结构：网络大学课程协同学习的设计

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2025-06-15 DOI: 10.1016/j.iheduc.2025.101032

Arita L. Liu , Philip H. Winne , John C. Nesbit

{"title":"Temporal structuring in asynchronous discussions: Designing for collaborative learning in online university courses","authors":"Arita L. Liu , Philip H. Winne , John C. Nesbit","doi":"10.1016/j.iheduc.2025.101032","DOIUrl":"10.1016/j.iheduc.2025.101032","url":null,"abstract":"<div><div>Asynchronous online discussions (AOD) offer pedagogical advantages as a social learning tool, but their success largely depends on students' motivated participation and sustained engagement. Recent research highlights the potential of leveraging temporal data to understand discussion dynamics and inform instructional strategies. However, the role of contextual factors in analyzing temporal data has not been systematically investigated. To address this gap, this study examines the interplay between temporal patterns and contextual factors including discussion format, group configuration, and course sessions. We analyzed logged timestamp data from 22 online discussions in a university course offered across two semesters to examine temporal patterns of participation in various contexts. Data visualization and linear mixed-effects modeling revealed a dominant trend of deadline-oriented posting behaviors. Cluster analysis results further indicated timely engagement, consistent responsiveness, and ongoing participation are key to academic success. Our findings suggest that discussion design often overlooks temporal aspects, which may contribute to suboptimal engagement. To address this, we propose a temporal structuring approach that combines explicit instructor-imposed schedules with implicit socially constructed temporal structure, supplemented by soft nudges to promote autonomy and sustain discussion engagement. The study concludes with theoretical and practical implications for optimizing online discussion design.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101032"},"PeriodicalIF":6.4,"publicationDate":"2025-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321374","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

Evaluating the impact of online course development and teaching certificate academy on university faculty teaching practices through student learning experiences and faculty perceptions 通过学生的学习经验和教师的看法来评估在线课程开发和教学证书学院对大学教师教学实践的影响

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2025-06-02 DOI: 10.1016/j.iheduc.2025.101020

Nedim Slijepcevic, Wanju Huang

{"title":"Evaluating the impact of online course development and teaching certificate academy on university faculty teaching practices through student learning experiences and faculty perceptions","authors":"Nedim Slijepcevic, Wanju Huang","doi":"10.1016/j.iheduc.2025.101020","DOIUrl":"10.1016/j.iheduc.2025.101020","url":null,"abstract":"<div><div>This study evaluates the effectiveness of a faculty professional development (PD) course titled – Online Course Development and Teaching Certificate Academy (OTA), which focuses on the technology, pedagogy, and instructional design concepts essential for transitioning to online classrooms. OTA follows the Community of Inquiry principles by integrating social, teaching, and cognitive presences throughout its design and delivery. We evaluated the impact of OTA on faculty online teaching readiness in two phases. Phase 1 used qualitative analysis of the OTA faculty reflections. Phase 2 employed quantitative analysis of student course evaluations from 23 course graduates who taught the same online class before and after completing OTA. Phase 1 findings suggest that faculty reacted positively to PD, gained student perspective and instructional design skills, and experienced immediate personal, online, and face-to-face course transformation. Phase 2 findings reveal statistically significant improvements in course design and no statistically significant improvements in instruction and instructor engagement.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101020"},"PeriodicalIF":6.4,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144221892","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 in higher education: A bibliometric analysis, synthesis, and a critique of research 高等教育中的人工智能：文献计量学分析、综合和研究批判

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2025-06-01 DOI: 10.1016/j.iheduc.2025.101021

Ahmed Lachheb , Javier Leung , Victoria Abramenka-Lachheb , Rajagopal Sankaranarayanan

引用次数: 0