Internet and Higher Education最新文献

{"title":"Enhancing student engagement in online collaborative writing through a generative AI-based conversational agent","authors":"Wanqing Hu ,&nbsp;Jirong Tian ,&nbsp;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":"2025-04-01","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}

{"title":"A systematic literature review on the application of generative artificial intelligence (GAI) in teaching within higher education: Instructional contexts, process, and strategies","authors":"Peijun Wang ,&nbsp;Yuhui Jing ,&nbsp;Shusheng Shen","doi":"10.1016/j.iheduc.2025.100996","DOIUrl":"10.1016/j.iheduc.2025.100996","url":null,"abstract":"<div><div>Represented by ChatGPT, Generative Artificial Intelligence (GAI) is revolutionizing the field of education. Despite a series of related studies and reviews around GAI, existing reviews predominantly focus on macro-level discussions covering overall development trends, core issues, opportunities and risks. There has been a lack of systematic reviews from a meso-level perspective examining the application of GAI in classroom teaching within higher education. This study employs a systematic literature review method, examining 139 articles from Web of Science, EBSCO, and Scopus databases. Findings include: (1)In terms of disciplines and types of GAI applications, engineering, health and medicine, and language are the most popular, while humanities, social sciences, basic sciences, mathematics, sports sciences, and interdisciplinary fields have fewer applications. Based on Strobel's classification of GAI(2024), it is found that Generators, Reimaginators, and Assistants are the most widely applied types of GAI. In contrast, Synthesizers and Enablers are less commonly utilized. Regarding the adoption trends across disciplines, engineering and language have a diverse range of GAI product types applied, whereas health and medicine has fewer types of GAI products in use. Due to smaller sample sizes, the analysis of GAI product types in the remaining six disciplines is also relatively limited. (2)In terms of the application of GAI across different disciplines, a small portion of GAI applications reflect distinctive disciplinary characteristics. Regarding the roles mapped out by the application of GAI, based on Xu and Ouyang's classification(2022), instructors or students predominantly perceive GAI as “New Subject” or “Direct Mediator\", with less emphasis on the role of “Supplement Assistant”. Regarding the integration into the classroom, as assessed through the SAMR framework, most GAI applications are in the Augmentation level. There are also some in the Substitution and Modification levels, while applications in the Redefinition level are relatively rare. (3)In terms of the selection of instructional strategies under GAI applications, there are 18 types of strategies across four orientations, primarily emphasizing constructive and reflective orientations. Strategies focusing on didactic and authentic orientiations are less frequently utilized. Regarding the roles GAI plays as reflected in instructional strategies, it predominantly assumes roles as “New Subject” and “Direct Mediator\", with the role of “Supplementary Assistant” yet to be explored. Finally, this study evaluated the instructional application research of GAI from three dimensions: GAI product type and applied discipline, discipline-specific application and integration level, instructional strategies and GAI role, and put forward relevant research suggestions.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100996"},"PeriodicalIF":6.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143300098","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}

{"title":"Promoting university students' situational engagement in online learning for climate education","authors":"Elisa Vilhunen ,&nbsp;Veli-Matti Vesterinen ,&nbsp;Mikko Äijälä ,&nbsp;Janne Salovaara ,&nbsp;Joula Siponen ,&nbsp;Jari Lavonen ,&nbsp;Katariina Salmela-Aro ,&nbsp;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":"2025-04-01","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}

{"title":"Digital diaries supporting self-regulated learning during in-person and online transitions","authors":"Zui Cheng ,&nbsp;Danyang Zhang ,&nbsp;Shan Peng ,&nbsp;Xinyi Xiong ,&nbsp;Qixiu Xiong","doi":"10.1016/j.iheduc.2025.100994","DOIUrl":"10.1016/j.iheduc.2025.100994","url":null,"abstract":"<div><div>The transition between online and in-person learning has become a recurring challenge in contemporary education, highlighting the need for effective strategies to support students' self-regulated learning (SRL) during these shifts. This study examines the impact of digital diaries on undergraduate students' perceived SRL skills during a critical transition from in-person to online learning. Using a quasi-experimental design, the study compares SRL skills over an 18-week technology integration course, with one group utilizing digital diaries and a control group that did not. The findings reveal that students using digital diaries experienced significant improvements in their SRL skills, particularly in goal setting, environment structuring, help-seeking, and self-evaluation, during the transition to online learning. These enhancements persisted even after returning to in-person learning. In contrast, the control group showed more modest improvements, with SRL skills remaining stable in online settings and only increasing significantly during in-person instruction. This research underscores the potential of digital diaries as a targeted intervention to enhance SRL, particularly in online learning environments, offering educators actionable insights to better support student adaptation during these educational transitions.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100994"},"PeriodicalIF":6.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143049708","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}

{"title":"Does professional development for online instruction improve student course outcomes?","authors":"Xuehan Zhou ,&nbsp;Qiujie Li ,&nbsp;Di Xu","doi":"10.1016/j.iheduc.2025.100993","DOIUrl":"10.1016/j.iheduc.2025.100993","url":null,"abstract":"<div><div>With the fast expansion of online learning in higher education, institutions have increasingly offered and mandated faculty professional development (PD) programs focused on online instruction. However, the extent to which these PD programs indeed lead to improved students' online course performance remains largely unknown. This paper used a rigorous quasi-experimental approach to estimate the impact of a PD program on student online course performance at a large community college using a dataset that includes more than 370,000 online course enrollments taught by close to 900 instructors. The analyses yielded robust, nonsignificant estimates for the PD program on both online course persistence and course grades. Further qualitative analysis of the courses taught by PD participants indicated that instructors' integration of elements covered by the PD training into their subsequent teaching was fairly limited, highlighting the need for ongoing support to help instructors incorporate recommended practices into instruction.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100993"},"PeriodicalIF":6.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143049706","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}

{"title":"Effects of GenAI-empowered interactive support on university EFL students' self-regulated strategy use and engagement in reading","authors":"Mengru Pan ,&nbsp;Chun Lai ,&nbsp;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":"2025-04-01","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}

{"title":"Exploring human and AI collaboration in inclusive STEM teacher training: A synergistic approach based on self-determination theory","authors":"Tingting Li,&nbsp;Zehui Zhan,&nbsp;Yu Ji,&nbsp;Tongde Li","doi":"10.1016/j.iheduc.2025.101003","DOIUrl":"10.1016/j.iheduc.2025.101003","url":null,"abstract":"<div><div>Inclusive STEM teacher training plays a critical role in shaping the future of STEM teaching practices and improving educational outcomes for all students, particularly those from marginalized and underrepresented backgrounds. This study investigates the inclusive collaborative learning framework for enhancing STEM teaching among student teachers, focusing on interpersonal and human-machine (generative artificial intelligence) collaboration. Employing a Self-Determination Theory guided approach, two rounds of exploratory studies were conducted. Study 1 compared the effects of interpersonal collaboration (TSPL: in-Service Teacher-Student Teacher Pair Learning) and human-machine collaboration (CSPL: ChatGPT-Student Teacher Pair Learning). Building on Study 1, Study 2 employed a hybrid inclusive collaborative learning model (iHMCL: integrated Human-Machine Collaborative Learning) with expanded participant demographics, blended course formats, and integrated peer, expert, and AI feedback mechanisms. The two-year iterative empirical research revealed differences in the impact of the three collaborative learning approaches on student teachers' learning. CSPL and iHMCL groups outperformed TSPL in STEM teaching knowledge and cognitive load, while TSPL and iHMCL excelled in STEM teaching ability compared to CSPL. The SDT-based inclusive collaborative learning framework for STEM teacher training proved effective, with noted implications. In the future, the integration of generative artificial intelligence and cross boundary learning in inclusive STEM teacher education will require educators to redefine their roles, emphasizing emotional support, critical thinking, and creativity, ensuring that AI complements rather than replaces hands-on, reality-based learning.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 101003"},"PeriodicalIF":6.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143480294","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}

{"title":"Virtual avoidance: Examining STEM students' lower interest in online courses","authors":"Miranda M. McIntyre ,&nbsp;Geoffrey Cui ,&nbsp;Yunfei Hou","doi":"10.1016/j.iheduc.2025.100995","DOIUrl":"10.1016/j.iheduc.2025.100995","url":null,"abstract":"<div><div>Online education is growing in popularity, yet online courses in science, technology, engineering, and mathematics (STEM) experience lower student satisfaction and higher attrition compared to non-STEM courses. This study explores differences in online course perceptions between STEM and non-STEM students and how these perceptions influence their intentions to enroll in future online courses. A sample of 1245 students was recruited from a diverse range of majors, with 44 % of students majoring in STEM. Relative to non-STEM majors, STEM students felt that online classes offer lower performance outcomes, are less enjoyable, and offer less flexibility while requiring more effort. These perceptions explain 74 % of the variance in intentions to enroll in online courses. Differences among STEM sub-categories were also examined to provide a nuanced picture of students' experiences in online courses. The findings identify strategic improvements for online STEM courses by targeting learning-based performance, flexibility in course modality, and students' enjoyment.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100995"},"PeriodicalIF":6.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143077774","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}

{"title":"Information flow solipsism in canvas: An exploration of student privacy awareness","authors":"Meghan L. Dowell,&nbsp;Spencer P. Greenhalgh","doi":"10.1016/j.iheduc.2024.100989","DOIUrl":"10.1016/j.iheduc.2024.100989","url":null,"abstract":"<div><div>The proliferation of learning analytics (LA) in higher education has relied on data from learning management systems (LMS) like Canvas and Blackboard. Despite widespread LMS usage, students often lack clarity on what specific data is collected and who has access to it. This study explores undergraduate students' understanding of data collection practices within the Canvas LMS. We analyzed survey responses of nearly 600 students, examining students' awareness of the various roles within Canvas and their corresponding data permissions. The results reveal that students exhibit a general awareness of data collection practices but are unsure about the extent of their data's use and misinterpret the use of data analytics, highlighting a a greater need for critical data education in universities and other educational contexts. These findings suggest a critical need for universities to enhance transparency and educate students on data privacy and LMS functionalities.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100989"},"PeriodicalIF":6.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790121","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}

{"title":"Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning","authors":"Mohammadreza Farrokhnia ,&nbsp;Abbas Taghizade ,&nbsp;Roshan Ahmadi ,&nbsp;Pantelis M. Papadopoulos ,&nbsp;Omid Noroozi","doi":"10.1016/j.iheduc.2025.100992","DOIUrl":"10.1016/j.iheduc.2025.100992","url":null,"abstract":"<div><div>Learner satisfaction is a key metric that encapsulates the overall e-learning experience. While numerous studies have explored the “what” (i.e., the factors that predict satisfaction), there has been less focus on the “how” (i.e., the mechanisms through which these factors are associated to satisfaction). This study seeks to address this gap by elucidating how two key individual factors, motivation and self-regulation, are associated with satisfaction. It postulates that while these factors are directly associated with learner satisfaction, they also have an indirect relationship through their association with the Community of Inquiry (CoI) presences—social, cognitive, and teaching—which serve as mediating factors. Data were collected from 247 master's students enrolled in online programs at three state universities in Iran. Path analysis was performed to study the interactions between these variables. The findings provide valuable insights into their complex relationships, revealing that self-regulation had a more substantial predictive role in learner satisfaction than learner motivation. Furthermore, while both motivation and self-regulation were directly associated with satisfaction, they also had indirect associations through their relationship with the three CoI presences. Within this process, the perception of cognitive presence emerged as a central mediator, highlighting its crucial role in enhancing the e-learning experience. The paper concludes with suggestions for theoretical advancement and practical implications for future e-learning practices.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100992"},"PeriodicalIF":6.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142975137","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}