Internet and Higher Education最新文献_第2页

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":"62 ","pages":"Article 100950"},"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":"62 ","pages":"Article 100948"},"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":"62 ","pages":"Article 100947"},"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":"62 ","pages":"Article 100946"},"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

The evolution of social presence: A longitudinal exploration of the effect of online students' peer-interactions using social network analysis 社会存在的演变：利用社交网络分析纵向探索在线学生同伴互动的影响

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2024-02-17 DOI: 10.1016/j.iheduc.2024.100939

Daniela Castellanos-Reyes , Jennifer C. Richardson , Yukiko Maeda

引用次数: 0

“Where I feel the most connected:” Community of Inquiry supporting sense of belonging in a HyFlex engineering course “我觉得联系最紧密的地方:”在HyFlex工程课程中支持归属感的探究社区

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-11-11 DOI: 10.1016/j.iheduc.2023.100930

J.B. Buckley , A.K. Thompson , T.R. Tretter , C. Biesecker , B.S. Robinson , A.N. Hammond

引用次数: 0

Investigating the combined effects of role assignment and discussion timing in a blended learning environment 研究混合学习环境中角色分配和讨论时间的综合效应

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-11-03 DOI: 10.1016/j.iheduc.2023.100932

Peiyu Wang, Heng Luo, Bowen Liu, Tianjiao Chen, Huiting Jiang

{"title":"Investigating the combined effects of role assignment and discussion timing in a blended learning environment","authors":"Peiyu Wang, Heng Luo, Bowen Liu, Tianjiao Chen, Huiting Jiang","doi":"10.1016/j.iheduc.2023.100932","DOIUrl":"10.1016/j.iheduc.2023.100932","url":null,"abstract":"<div><p>Asynchronous online discussion (AOD) is an essential component of blended learning, and role assignment and timing are two important discussion design considerations. With the purpose of improving blended learning through effective AOD design, this study conducted a two-level factorial experiment to explore the main effects and interaction effects of role assignment and timing on blended learning outcome and experiences. In addition, this experiment examined the influence of role assignment and timing on participants' social communication in AOD and the effects of timing on individual role performance in role-based discussion. A total of 114 participants in a blended course were randomly assigned to four experimental conditions: role-based pre-class discussion (<em>n</em> = 29), role-free pre-class discussion (n = 29), role-based post-class discussion (<em>n</em> = 28), and role-free post-class discussion (n = 28). The results showed that the role assignment strategy featured by initiator, supporter, and arguer has led to improved learning experiences in terms of affection, sense of community, and forum experiences, as well as enhanced social communication in AOD; while timing affected the enactment, contribution, and participation of assigned roles in role-based discussions. However, there was no significant interaction between the two AOD strategies. In general, role-based post-class AOD is recommended after face-to-face lesson because of the better learning experience and role performance.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"60 ","pages":"Article 100932"},"PeriodicalIF":8.6,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71435888","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

“Feel free to ask”: Nudging to promote asking questions in the online classroom “随意提问”:推动在线课堂提问

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-10-29 DOI: 10.1016/j.iheduc.2023.100931

Robert J. Weijers , Björn B. de Koning , Ester Scholten , L.Y.J. Wong , Fred Paas

{"title":"“Feel free to ask”: Nudging to promote asking questions in the online classroom","authors":"Robert J. Weijers , Björn B. de Koning , Ester Scholten , L.Y.J. Wong , Fred Paas","doi":"10.1016/j.iheduc.2023.100931","DOIUrl":"10.1016/j.iheduc.2023.100931","url":null,"abstract":"<div><p>Asking questions is vital for learning, yet students seldom exhibit this behavior. Given the increasing presence of online classrooms in tertiary education, it is much needed to examine ways to encourage students to ask questions and increase their engagement. Despite the critical role of asking questions to enhance learning, little is known in research on promoting this behavior. Therefore, in this paper, we empirically tested the effect of nudging – a novel approach in education consisting of subtle interventions to change behavior – in online classrooms in tertiary education on question asking behavior, student engagement, and grades. In Experiment 1 (<em>n</em> = 1011), the teacher's virtual background prompted questions (<em>prompt nudge)</em>, while in Experiment 2 (<em>n</em> = 449), the teacher set a goal for the students to ask one question per session (<em>goal-setting nudge</em>). We found a trend towards a positive effect of the <em>prompt nudge</em> on questions, but not on grades. Exploratory analyses revealed this was driven by students who already asked many questions. We found no effect of the <em>goal-setting nudge</em> on any measure, nor any effect in either experiment on student engagement. The findings demonstrate that the <em>prompt nudge</em> can be a possible useful and easy to implement tool to encourage questions in the online classroom.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"60 ","pages":"Article 100931"},"PeriodicalIF":8.6,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71417361","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