Internet and Higher Education最新文献_第3页

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 : 2025-10-01 Epub 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":"2025-10-01","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

Promoting inclusive practices with emerging technologies in higher education: Faculty professional development through blended-learning 在高等教育中促进新兴技术的包容性实践：通过混合学习促进教师专业发展

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2025-10-01 Epub Date: 2025-05-31 DOI: 10.1016/j.iheduc.2025.101019

Anabel Moriña, Víctor H. Perera

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 : 2025-10-01 Epub 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 : 2025-10-01 Epub 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":"2025-10-01","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

The generation mechanism of teachers' anxiety toward digital human instructors in higher education: A mixed-methods perspective 高等教育中教师对数字化人类讲师焦虑的产生机制：混合方法视角

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2025-10-01 Epub Date: 2025-07-31 DOI: 10.1016/j.iheduc.2025.101041

Hao Dong , Yanxun Zhu , Jianglong Shen , Shengze Xue

{"title":"The generation mechanism of teachers' anxiety toward digital human instructors in higher education: A mixed-methods perspective","authors":"Hao Dong , Yanxun Zhu , Jianglong Shen , Shengze Xue","doi":"10.1016/j.iheduc.2025.101041","DOIUrl":"10.1016/j.iheduc.2025.101041","url":null,"abstract":"<div><div>Digital Human Instructors (DHIs) are revolutionizing higher education by providing personalized and interactive learning experiences. However, the adoption of DHIs also brings about complex challenges related to teacher anxiety, particularly concerning professional security, ethics, and the broader implications of technology in education. Addressing the barriers to DHI adoption is crucial for safeguarding both educational quality and teacher well-being. This study aims to investigate these barriers by developing a theoretical model that integrates elements from Social Ecological Systems Theory, considering both micro-level individual factors (such as neuroticism and personal innovativeness) and meso-level social factors (such as negative word-of-mouth). Data were collected from 500 university teachers and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) and fuzzy-set Qualitative Comparative Analysis (fsQCA). The PLS-SEM results revealed that neuroticism and negative word-of-mouth (WOM) have a significant positive impact on technology anxiety, while personal innovativeness has no significant direct effect. Moreover, perceived invasiveness plays a key mediating role in the relationships between neuroticism and technology anxiety, as well as between negative WOM and technology anxiety, whereas perceived authenticity does not exhibit a significant mediating effect. The fsQCA findings further revealed that technology anxiety does not stem from a single causal pathway. Instead, four configurations that include the presence and absence of certain conditions can lead to this desirable outcome. These findings not only contribute to the academic discourse on DHI adoption but also provide practical insights for educational managers seeking to mitigate teacher anxiety and enhance user protection in this dynamic educational environment.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101041"},"PeriodicalIF":6.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144771391","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 : 2025-10-01 Epub 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":"2025-10-01","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

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 : 2025-10-01 Epub 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":"2025-10-01","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 interplay among digital distraction, self-regulation of learning tendencies, and motivational influences: A transnational investigation 数字分心、学习倾向自我调节和动机影响之间的相互作用：一项跨国调查

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2025-10-01 Epub Date: 2025-05-30 DOI: 10.1016/j.iheduc.2025.101023

Abraham E. Flanigan , Anna C. Brady , Mete Akcaoglu , Yan Dai , Sungjun Won , Bridget K. Daleiden , Kendall Hartley

{"title":"The interplay among digital distraction, self-regulation of learning tendencies, and motivational influences: A transnational investigation","authors":"Abraham E. Flanigan , Anna C. Brady , Mete Akcaoglu , Yan Dai , Sungjun Won , Bridget K. Daleiden , Kendall Hartley","doi":"10.1016/j.iheduc.2025.101023","DOIUrl":"10.1016/j.iheduc.2025.101023","url":null,"abstract":"<div><div>College students' misuse of mobile devices during class for off-task purposes is a global issue that harms learning. While prior studies examined device misuse frequency within individual countries, no known studies have directly compared transnational differences in this behavior, leaving little known about whether crosscultural differences influence this behavior. This study investigates whether the country where students attend college (United States, South Korea, or Turkey) moderates the relationships among self-regulation of learning (SRL) tendencies, motivational factors (basic psychological needs satisfaction and utility value perceptions), and device misuse. Hierarchical moderated regression analyses revealed consistent patterns across cultures: SRL tendencies had little impact on device misuse, whereas basic needs satisfaction and utility value perceptions served as protective factors. Findings suggest that digital distraction in college classrooms transcends cultural influences that commonly lead to differences in student behavior, emphasizing the need for globally relevant strategies to reduce distractions and enhance student motivation. These results also challenge traditional assumptions that self-regulated learners are less susceptible to digital distraction. Even the more self-regulated participants in the present study regularly misused their devices during class. Such findings indicate that the performance phase of SRL that unfolds during class is riddled with disruptions and device misuse, even for the more self-regulated college students. Findings highlight the importance of fostering motivationally supportive learning environments to curb digital distraction and nourish student engagement.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101023"},"PeriodicalIF":6.4,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204364","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 : 2025-10-01 Epub 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":"2025-10-01","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

Empowering international PhD students: Generative AI, Ubuntu, and the decolonisation of academic communication 授权国际博士生：生成人工智能，Ubuntu和学术交流的非殖民化

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2025-10-01 Epub Date: 2025-07-18 DOI: 10.1016/j.iheduc.2025.101038

Lynette Pretorius , Huy-Hoang Huynh , Anak Agung Ayu Redi Pudyanti , Ziqi Li , Abdul Qawi Noori , Zhiheng Zhou

{"title":"Empowering international PhD students: Generative AI, Ubuntu, and the decolonisation of academic communication","authors":"Lynette Pretorius , Huy-Hoang Huynh , Anak Agung Ayu Redi Pudyanti , Ziqi Li , Abdul Qawi Noori , Zhiheng Zhou","doi":"10.1016/j.iheduc.2025.101038","DOIUrl":"10.1016/j.iheduc.2025.101038","url":null,"abstract":"<div><div>Generative AI (GenAI) provides distinct affordances that contribute meaningfully to learning. However, there are also several challenges, most notably ethical considerations. While much of the current research on GenAI in academia focuses on technical capabilities or ethical concerns, few studies have examined how GenAI can be leveraged to promote equity and inclusivity, particularly in academic communication. In this study, we adopt the theoretical lens of Ubuntu, a Southern African philosophy that emphasises interconnectedness and community, to reconceptualise GenAI as a democratising force. Five international PhD students in Education and their PhD supervisor (all multilingual users of English) explored their experiences of using GenAI. We used a collaborative autoethnographic approach, incorporating reflective prompting, individual writing, group sharing and refining, and group-based writing. We demonstrate that GenAI reshaped power dynamics and challenged academic hierarchies by providing real-time language support and improving academic writing clarity. This empowered us to participate in academic discourse, disrupting traditional gatekeeping mechanisms. By automating routine tasks, GenAI also shifted our academic focus from technical skills to intellectual contributions, fostering inclusivity and equity. This study highlights the potential of GenAI in terms of knowledge creation and academic discourse, particularly for doctoral scholars navigating linguistic and cultural barriers. Academia is predominantly Anglophone-centric, marginalising non-English-speaking scholars by imposing additional barriers to participation and recognition, perpetuating inequities in knowledge creation and dissemination. We argue that embracing GenAI can help to decolonise these academic practices, thereby promoting epistemic justice and creating a more equitable scholarly environment for all.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101038"},"PeriodicalIF":6.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144664744","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