Internet and Higher Education最新文献_第2页

Effects of GenAI-empowered interactive support on university EFL students' self-regulated strategy use and engagement in reading

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2024-12-19 DOI: 10.1016/j.iheduc.2024.100991

Mengru Pan , Chun Lai , Kai Guo

{"title":"Effects of GenAI-empowered interactive support on university EFL students' self-regulated strategy use and engagement in reading","authors":"Mengru Pan , Chun Lai , 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}

引用次数: 0

Teaching via LLM-enhanced simulations: Authenticity and barriers to suspension of disbelief 通过法学硕士增强模拟教学：真实性和暂停怀疑的障碍

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2024-12-10 DOI: 10.1016/j.iheduc.2024.100990

Longwei Zheng , Fei Jiang , Xiaoqing Gu , Yuanyuan Li , Gong Wang , Haomin Zhang

{"title":"Teaching via LLM-enhanced simulations: Authenticity and barriers to suspension of disbelief","authors":"Longwei Zheng , Fei Jiang , Xiaoqing Gu , Yuanyuan Li , Gong Wang , Haomin Zhang","doi":"10.1016/j.iheduc.2024.100990","DOIUrl":"10.1016/j.iheduc.2024.100990","url":null,"abstract":"<div><div>As an innovative method in professional training, simulation-based learning (SBL) has been introduced into teacher education, providing pre-service teacher candidates with experiential learning opportunities. This study explores the efficacy of SBL using large language models (LLMs) to enhance teacher training, focusing on learners' suspension of disbelief (SoD). As a highly advanced form of generative artificial intelligence, LLMs possess robust capabilities in simulating human behavior, which can be harnessed to create simulated students for SBL in teacher training. This instrumental case study examines the experiences of 12 pre-service teachers who participated in a session featuring an LLM-enhanced simulation. The simulation facilitated naturalistic classroom interactions between the participants and simulated students. Our research aimed to understand how pre-service teachers perceive LLM-enhanced SBL, identify factors that influence SoD, and determine the authenticity barriers. Interview data were analyzed using various coding techniques and derived themes from these codes. The findings revealed that LLM-enhanced SBL provided a realistic and engaging environment, significantly benefiting teaching skill development and learning transfer. However, challenges such as lagging responses, weak comprehension of complex contexts, inconsistencies in simulated students' cognition, and incongruent feedback were noted. The primary contribution of this study lies in demonstrating the potential of using LLMs to replace human actors, though significant technical challenges remain. The study also indicates that enhancements in LLM fine-tuning and prompt engineering are needed to improve LLMs' understanding of classroom context and students' cognitive patterns.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100990"},"PeriodicalIF":6.4,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142874779","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

Information flow solipsism in canvas: An exploration of student privacy awareness 画布上的信息流唯我论：学生隐私意识的探索

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2024-11-29 DOI: 10.1016/j.iheduc.2024.100989

Meghan L. Dowell, Spencer P. Greenhalgh

引用次数: 0

Scaling up online professional development through institution-initiated blended learning programs in higher education 通过高等教育机构发起的混合学习项目，扩大在线职业发展

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2024-11-28 DOI: 10.1016/j.iheduc.2024.100988

Jingjing Zhang , Yicheng Huang , Fati Wu , Wei Kan , Xudong Zhu

{"title":"Scaling up online professional development through institution-initiated blended learning programs in higher education","authors":"Jingjing Zhang , Yicheng Huang , Fati Wu , Wei Kan , Xudong Zhu","doi":"10.1016/j.iheduc.2024.100988","DOIUrl":"10.1016/j.iheduc.2024.100988","url":null,"abstract":"<div><div>The impact of Covid-19 has significantly accelerated the digital transformation in higher education worldwide. This study investigates how digital transformation changes the instructional design and implementation of large-scale blended learning programs for better learner experiences. It emphasizes the significance of diverse stakeholders' engagement in institution-initiated blended programs to promote effective online professional development. Utilizing Research-Practice Partnerships (RPPs), this study adopts a case study approach, employing participatory observation, interviews, log data, and online discourses to analyze how interactions across various sectors and levels affect the transformation to blended programs and the professional development of the involved instructors. The findings reveal that the institution-initiated blended learning approach, resembling an apprenticeship model, effectively integrates teaching practice with online professional development. An in-depth analysis of two university courses shows that key events and task-oriented approaches significantly influence instructors' online engagement, enhancing their digital literacy. Teacher Handbooks, driven by real learner data, guide teaching practices effectively, while collaborative research meetings greatly enhance the use of data analytics in teaching. Although this top-down approach presents challenges, this study demonstrates that instructors can innovatively tackle these issues. Institutional support is more likely to foster collaborative learning communities across various sectors and hierarchies. This study contributes to the field by introducing a pioneering framework in the institution's innovative educational reform, creating online professional development communities for faculty members of all ages, and enabling them to quickly and easily adapt to the digital transformation of higher education.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100988"},"PeriodicalIF":6.4,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790122","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

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

Enhancing student engagement in online collaborative writing through a generative AI-based conversational agent 通过生成式人工智能会话代理增强学生在线协作写作的参与度

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2024-11-17 DOI: 10.1016/j.iheduc.2024.100979

Wanqing Hu , Jirong Tian , Yanyan Li

{"title":"Enhancing student engagement in online collaborative writing through a generative AI-based conversational agent","authors":"Wanqing Hu , Jirong Tian , Yanyan Li","doi":"10.1016/j.iheduc.2024.100979","DOIUrl":"10.1016/j.iheduc.2024.100979","url":null,"abstract":"<div><div>Promoting student engagement in online collaborative writing (OCW) activities has been a critical concern for educators. Previous research has attempted to design conversational agents (CAs) utilizing retrieval-based models to engage students in collaborative learning. However, few studies have yet explored the design of CAs for OCW based on generative AI (GAI) models. Researchers are calling for investigations into how GAI technology can be better utilized to support learning. Addressing this gap, this study integrates advanced AI technologies (i.e. the retrieval-based model, GAI model, and retrieval-augmented generation) to develop a CA aimed at enhancing students' engagement in OCW activities. Furthermore, a quasi-experiment involving 78 undergraduate students was conducted to explore the effects of this CA on students' engagement (including behavioral, cognitive, and emotional engagement) and group writing performance. The results indicate that the CA did not significantly impact behavioral engagement, emotional engagement, or group writing performance. However, it was found to significantly enhance students' cognitive engagement, particularly by supporting students in sharing opinions, explaining concepts, and engaging in analysis. This research offers both theoretical and practical implications for better utilizing GAI technology to facilitate OCW activities.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100979"},"PeriodicalIF":6.4,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790124","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 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