Internet and Higher Education最新文献

Behavior patterns characterize students' choices and relate to cognitive load and performance in learner-controlled environments 行为模式表征学生的选择，并与学习者控制环境中的认知负荷和表现有关

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2026-04-01 Epub Date: 2025-12-20 DOI: 10.1016/j.iheduc.2025.101073

Anna Gorbunova , Kseniia A. Adamovich , Alexander Savelyev , Jamie Costley

{"title":"Behavior patterns characterize students' choices and relate to cognitive load and performance in learner-controlled environments","authors":"Anna Gorbunova , Kseniia A. Adamovich , Alexander Savelyev , Jamie Costley","doi":"10.1016/j.iheduc.2025.101073","DOIUrl":"10.1016/j.iheduc.2025.101073","url":null,"abstract":"<div><div>Asynchronous online learning environments offer flexibility for students to navigate learning at their own pace, resulting in diverse behavioral patterns that can significantly impact cognitive load and academic performance. However, limited research has explored how learner-controlled environments shape these patterns and their relationship to learning outcomes and levels of cognitive load. This study investigates behavioral patterns in an online asynchronous graduate law class (<em>n</em> = 90) at a large university, analyzing data from a learning management system to categorize students into clusters based on their interactions with instructional components (e.g., video lectures, video-based examples, and problem-solving tasks). Cluster analysis revealed three distinct patterns: <em>balanced learners</em>, who achieved the highest performance; <em>practice-oriented learners</em>, who exhibited lower intrinsic cognitive load; and <em>classic learners</em>, characterized by comparatively lower extraneous cognitive load. However, these differences in extraneous load were not statistically significant between clusters, suggesting that the additional cognitive demands of learner control may have imposed similar baseline levels of extraneous load regardless of behavior pattern. Contrary to expectations, learner behavior patterns extended beyond example-based and problem-solving-first approaches, highlighting greater variability in learner strategies. These findings underscore the importance of understanding instructional paths in learner-controlled environments and how behavioral patterns can interact with both cognitive load and learning outcomes.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"69 ","pages":"Article 101073"},"PeriodicalIF":6.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145796065","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

Co-regulated learning in online private student chat groups 共同管理的在线私人学生小组学习

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2026-04-01 Epub Date: 2025-12-13 DOI: 10.1016/j.iheduc.2025.101070

Elizabeth Cooke , Suijing Yang , Daniel Taylor-Griffiths , Jason M. Lodge

{"title":"Co-regulated learning in online private student chat groups","authors":"Elizabeth Cooke , Suijing Yang , Daniel Taylor-Griffiths , Jason M. Lodge","doi":"10.1016/j.iheduc.2025.101070","DOIUrl":"10.1016/j.iheduc.2025.101070","url":null,"abstract":"<div><div>Peer interactions in higher education settings frequently occur in informal, private student chat groups. However, little is known about how co-regulatory learning interactions in these groups influence students' self-regulated learning, a process that is positively associated with academic success. The aim of this qualitative study was to explore the nature of the relationship between co- and self-regulated learning within the context of student-initiated online chat groups. Data were collected through semi-structured interviews and analysed utilising a reflexive thematic analysis framework. Five overarching themes were identified in the data: (a) flexible peer connection, (b) knowledge sharing, (c) monitoring progress, (d) support and reassurance, and (e) motivation. The findings suggest that students regularly engage in co-regulatory learning interactions with their peers, motivated by convenient, flexible access to timely support. Group chats were perceived as valuable environments where social interactions helped students achieve their individual learning goals. The novel results of this study help refine and advance theoretical understandings of co-regulated learning and its relationship with self-regulated learning. They offer initial insight into the mechanisms by which co-regulated learning may facilitate the emergence of self-regulated learning and highlight the important role social context plays in shaping regulatory learning interactions. The findings suggest productive areas for further research to corroborate, expand and quantify these exploratory insights.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"69 ","pages":"Article 101070"},"PeriodicalIF":6.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145759418","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 effects of AI-enhanced adaptive socially shared regulation strategies on science pre-service teachers' instructional design skills and socially shared regulation in CSCL 人工智能增强的适应性社会共享调节策略对CSCL科学职前教师教学设计技能和社会共享调节的影响

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2026-04-01 Epub Date: 2025-12-16 DOI: 10.1016/j.iheduc.2025.101072

Jun-Qi Wu , Meng-meng Zhang , Fei-yan Wu , Jun Huang , Ya-juan Han , Yu Liu

引用次数: 0

Students' perceptions of metaverse-enhanced self-regulated learning: An AI virtual assistant can be key 学生对超空间增强自我调节学习的看法：人工智能虚拟助手可能是关键

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2026-04-01 Epub Date: 2025-11-27 DOI: 10.1016/j.iheduc.2025.101060

Nguyen Thi Huyen , Nguyen Yen Chi , Pham Xuan Lam , Le Hieu Hoc

引用次数: 0

Exploring AI-driven learning assistance in Chinese higher education: A multidisciplinary and regional analysis of professional coursework 探索中国高等教育中人工智能驱动的学习辅助：专业课程的多学科和区域分析

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2026-04-01 Epub Date: 2026-02-03 DOI: 10.1016/j.iheduc.2026.101075

Yicheng Sun , Hanbo Yang , Hi Kuen Yu , Richard Suen

{"title":"Exploring AI-driven learning assistance in Chinese higher education: A multidisciplinary and regional analysis of professional coursework","authors":"Yicheng Sun , Hanbo Yang , Hi Kuen Yu , Richard Suen","doi":"10.1016/j.iheduc.2026.101075","DOIUrl":"10.1016/j.iheduc.2026.101075","url":null,"abstract":"<div><div>Recent advances in generative AI (GenAI) technologies have reshaped student learning in higher education. However, most studies treat AI usage as a generalized construct, overlooking differences across various disciplines, educational levels, and regions. This gap is particularly relevant in China, where regional disparities in access and readiness may influence student engagement with AI tools. This study examines how university students in China perceive, utilize, and are influenced by generative AI tools across various disciplines and regions, while also assessing the accuracy and disciplinary relevance of AI-generated responses in professional coursework. The study includes four mixed-methods investigations: a national survey of students’ AI usage patterns and attitudes; an evaluation of ChatGPT’s responses to subject-specific questions based on semantic similarity and expert scoring; behavioral clustering and analysis of one-month AI usage logs to identify distinct user profiles; and an exploration of AI tools’ impact on academic performance and long-term outcomes. Findings show significant variation in AI engagement across disciplines and regions. Students in economically developed areas report higher usage and broader application, while those in central and western regions have more limited access. Students’ academic performance can be improved to varying degrees through AI-driven learning, with engineering and natural sciences students primarily using AI for technical tasks, while humanities and arts students employ it for linguistic and creative support. Evaluation of ChatGPT’s responses reveals moderate accuracy, with disciplinary variations. Despite generally positive attitudes, both students and experts express concerns about content reliability, over-reliance on AI, and its potential to hinder independent thinking and creativity.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"69 ","pages":"Article 101075"},"PeriodicalIF":6.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173225","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

Do we worry about the use of artificial intelligence and plagiarism? Students' AI-giarism behaviour through the fraud triangle 我们担心人工智能的使用和剽窃吗？通过欺诈三角分析学生的人工智能捐赠行为

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2026-04-01 Epub Date: 2025-12-13 DOI: 10.1016/j.iheduc.2025.101071

Miraç Yücel Başer , Metin Kozak , İbrahim Halil Erdoğan

引用次数: 0

Can theory-driven learning analytics dashboard enhance human-AI collaboration in writing learning? Insights from an empirical experiment 理论驱动的学习分析仪表板能否增强人类与人工智能在写作学习中的协作？来自经验实验的见解

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2026-01-01 Epub Date: 2025-09-20 DOI: 10.1016/j.iheduc.2025.101054

Angxuan Chen , Jingjing Lian , Xinran Kuang , Jiyou Jia

{"title":"Can theory-driven learning analytics dashboard enhance human-AI collaboration in writing learning? Insights from an empirical experiment","authors":"Angxuan Chen , Jingjing Lian , Xinran Kuang , Jiyou Jia","doi":"10.1016/j.iheduc.2025.101054","DOIUrl":"10.1016/j.iheduc.2025.101054","url":null,"abstract":"<div><div>The integration of Generative AI (GenAI) into education has raised concerns about over-reliance and superficial learning, particularly in writing tasks in higher education. This study explores whether a theory-driven learning analytics dashboard (LAD) can enhance human-AI collaboration in the academic writing task by improving writing knowledge gains, fostering self-regulated learning (SRL) skills and shaping different human-AI dialogue characteristics. Grounded in Zimmerman's SRL framework, the LAD provided real-time feedback on learners' goal-setting, writing processes and reflection, while monitoring the quality of learner-AI interactions. A quasi-experiment was conducted involving 52 postgraduate students in a human-AI collaborative writing task. The students were divided into an experimental group (EG) that used the LAD and a control group (CG) that did not. Pre- and post- knowledge tests, questionnaires measuring SRL and cognitive load, and students' dialogue data with GenAI were collected and analyzed. Results showed that the EG achieved significantly higher writing knowledge gains and improved SRL skills, particularly in self-efficacy and cognitive strategies. However, the EG also reported increased test anxiety and cognitive load, possibly due to heightened metacognitive awareness. Epistemic Network Analysis revealed that the EG engaged in more reflective, evaluative interactions with GenAI, while the CG focused on more transactional and information-seeking exchanges. These findings contribute to the growing body of literature on the educational use of GenAI and highlight the importance of designing interventions that complement GenAI tools, ensuring that technology enhances rather than undermines the learning process.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"68 ","pages":"Article 101054"},"PeriodicalIF":6.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158264","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

Learning presence in the revised community of inquiry framework: A systematic review of empirical research (2010–2024) 修订后的探究共同体框架中的学习存在：实证研究的系统回顾（2010-2024）

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2026-01-01 Epub Date: 2025-11-04 DOI: 10.1016/j.iheduc.2025.101058

Chi-Cheng Chang , Wan-Hsuan Yen , Shu-Chuan Liu , Cheng-Te Kuo

{"title":"Learning presence in the revised community of inquiry framework: A systematic review of empirical research (2010–2024)","authors":"Chi-Cheng Chang , Wan-Hsuan Yen , Shu-Chuan Liu , Cheng-Te Kuo","doi":"10.1016/j.iheduc.2025.101058","DOIUrl":"10.1016/j.iheduc.2025.101058","url":null,"abstract":"<div><div>The Community of Inquiry (CoI) framework explains effective online and blended learning through teaching, social, and cognitive presence. To better capture learner agency, learning presence (LP) has been proposed as a fourth dimension. This study presents the first systematic review focused exclusively on LP within the Revised CoI (RCoI), synthesizing 26 quantitative studies published between 2010 and 2024. Following PRISMA guidelines, we analyzed bibliometric trends, conceptual definitions, measurement approaches, and LP's role in relation to other presences and outcomes. The findings indicate that LP is reliably measurable and often mediates the effects of teaching and social presence on cognitive presence. LP is positively associated with learner engagement, satisfaction, and achievement across many contexts, though the strength of these relationships varies. Cross-cultural validations demonstrate broad applicability but also reveal variations requiring further refinement. Overall, LP enhances the explanatory power of the CoI framework by foregrounding learner self-regulation and motivation, though its theoretical boundaries remain contested. This review provides a foundation for advancing theory, measurement, and design practices related to learner agency in online learning.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"68 ","pages":"Article 101058"},"PeriodicalIF":6.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145441912","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

An active instructional approach based on the SAMR framework: Integrating AIGC into undergraduate freshmen learning 基于SAMR框架的主动教学方法：将AIGC融入本科新生学习

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2026-01-01 Epub Date: 2025-10-18 DOI: 10.1016/j.iheduc.2025.101056

Juan Wu , Jingwen Pan , Yaoyuan Zhou , Mengyu Liu , Yanling Li , Ronghuai Huang

{"title":"An active instructional approach based on the SAMR framework: Integrating AIGC into undergraduate freshmen learning","authors":"Juan Wu , Jingwen Pan , Yaoyuan Zhou , Mengyu Liu , Yanling Li , Ronghuai Huang","doi":"10.1016/j.iheduc.2025.101056","DOIUrl":"10.1016/j.iheduc.2025.101056","url":null,"abstract":"<div><div>The question of how to use artificial intelligence generated content (AIGC) properly to enhance learning among college students is a key concern for contemporary educators. Although previous studies have discussed the influence of AIGC on college teaching and student learning and its functions in this context, there remains a lack of discussions regarding ways of guiding students' use of AIGC and studies on the specific topic of helping college freshmen use AIGC properly. Based on the substitution, augmentation, modification and redefinition (SAMR) model, this study develops a progressively active teaching framework that integrates AIGC into learning. This framework is used to design learning activities for general education courses targeting freshmen. This exploratory study was conducted in the context of a 16-week course. During the teaching process, AIGC interaction log data and AIGC experience records were collected from students, following which data processing was conducted using the discourse analysis, quantitative statistical analysis, and epistemic network analysis (ENA) methods to obtain the ultimate results of this study: (1) A combination of active teaching with the SAMR model can improve the quality of interactions between students and AIGC; (2) teaching strategies rooted in active learning can enhance students' ability to use AIGC; and (3) improvements in students' technical skills strengthen the quality of their interactions with AIGC. This study makes novel contributions to the literature on active learning strategies for teachers and curriculum designers, and it offers practical guidance for educational practitioners and college students regarding the integration of AI technology into both teaching and learning.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"68 ","pages":"Article 101056"},"PeriodicalIF":6.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361782","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 impact of a telepresence robot on group conditions and student engagement: A mixed-method study in higher education 远程呈现机器人对群体条件和学生参与的影响：高等教育中的混合方法研究

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2026-01-01 Epub Date: 2025-10-17 DOI: 10.1016/j.iheduc.2025.101055

Mark Steins , Kars Mennens , Simon Beausaert , Dominik Mahr , Gaby Odekerken-Schröder , Alexandru Mariş , Frank Mathmann

{"title":"The impact of a telepresence robot on group conditions and student engagement: A mixed-method study in higher education","authors":"Mark Steins , Kars Mennens , Simon Beausaert , Dominik Mahr , Gaby Odekerken-Schröder , Alexandru Mariş , Frank Mathmann","doi":"10.1016/j.iheduc.2025.101055","DOIUrl":"10.1016/j.iheduc.2025.101055","url":null,"abstract":"<div><div>Drawing on team learning theory, this paper examines whether and how a telepresence robot impacts group conditions and student engagement among graduate students collaborating within a hybrid classroom. Hybrid classrooms face challenges, such as an asymmetry of presence, compromising collaborative learning between remote and on-site students. A field experiment was conducted with 17 hybrid classrooms across two Master of Science courses. In the eight experimental groups, one remote student joined via a telepresence robot, while any additional remote students in the same group participated via the smart screen. In the nine control groups, all remote students participated solely via the smart screen. Analysis of short-term longitudinal survey data from 156 students indicated that students in experimental groups with a telepresence robot reported higher levels of social cohesion, psychological safety and group potency, especially in the early course stages. These group conditions positively influenced student engagement. Interviews with ten on-site students reveal that the telepresence robot enhanced remote students' presence through physical embodiment and fostered empowerment via autonomous mobility. This reduced presence asymmetry facilitated more natural interactions, reinforcing group conditions: social cohesion through interpersonal connections, psychological safety through reduced participation barriers, and group potency through increased knowledge sharing. The telepresence robot also fostered inclusive behavior among on-site students, driven by their reciprocation of remote students' engagement and recognition of them as valuable contributors to collaborative learning. These findings advance understanding of team learning and the role of telepresence robots in hybrid classroom settings, promoting more effective virtual inclusion for remote students.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"68 ","pages":"Article 101055"},"PeriodicalIF":6.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361783","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