British Journal of Educational Technology最新文献

{"title":"Unveiling cognitive processes in digital reading through behavioural cues: A hybrid intelligence (HI) approach","authors":"Yoon Lee, Gosia Migut, Marcus Specht","doi":"10.1111/bjet.13551","DOIUrl":"https://doi.org/10.1111/bjet.13551","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>Learner behaviours often provide critical clues about learners' cognitive processes. However, the capacity of human intelligence to comprehend and intervene in learners' cognitive processes is often constrained by the subjective nature of human evaluation and the challenges of maintaining consistency and scalability. The recent widespread AI technology has been applied to learning analytics (LA), aiming at a more accurate, consistent and scalable understanding of learning to compensate for challenges that human intelligence faces. However, machine intelligence has been criticized for lacking contextual understanding and difficulties dealing with complex human emotions and social cues. In this work, we aim to understand learners' internal cognitive processes based on the external behavioural cues of learners in a digital reading context, using a hybrid intelligence (HI) approach, bridging human and machine intelligence. Based on the behavioural frameworks and the insights from human experts, we scope specific behavioural cues that are known to be relevant to learners' attention regulation, which is highly relevant for learners' cognitive processes. We utilize the public WEDAR dataset with 30 subjects' video data, behaviour annotation and pre–post tests on multiple choice and summarization tasks. We apply the explainable AI (XAI) approach to train the machine learning model so that human evaluators can also understand which behavioural features were essential for predicting the usage of the cognitive processes (ie, higher-order thinking skills [HOTS] and lower-order thinking skills [LOTS]) of learners, providing insights for the next-round feature engineering and intervention design. The result indicates that the dominant use of attention regulation behaviours is a reliable indicator of low use of LOTS with 79.33% prediction accuracy, while reading speed is a valuable indicator for predicting the overall usage of HOTS and LOTS, ranging from 60.66% to 78.66% accuracy, highly surpassing random guess of 33.33%. Our study demonstrates how various combinations of behavioural features supported by HI can inform learners' cognitive processes accurately and interpretably, integrating human and machine intelligence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Human attention is a cognitive process that allows us to choose and concentrate on relevant information, which leads to successful learning.</li>\u0000 \u0000 <li>In affective computing, certain behavioural cues (eg, attention regulation behaviours) are used to indicate learners' ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"678-711"},"PeriodicalIF":6.7,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13551","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455879","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":"‘Internationalisation at a Distance’ at the intersections of educational technologies and the internationalisation of higher education","authors":"Jenna Mittelmeier,&nbsp;Daian Huang,&nbsp;Ashley Gunter","doi":"10.1111/bjet.13567","DOIUrl":"https://doi.org/10.1111/bjet.13567","url":null,"abstract":"<p>In this editorial, we introduce the special section focusing on ‘Internationalisation at a Distance’ (IaD), highlighting how educational technologies contribute to internationalisation practices and processes in higher education. These practices exist in transitional spaces which interrogate conventional distinctions between mobility/immobility and home/abroad by establishing ‘third spaces’ where students and staff interact with institutions across borders without the necessity of geographic relocation. This special section evaluates these practices through a critical lens, reflecting on limitations and inequalities associated with IaD, despite its often-assumed transformative potential for expanding access to global higher education. Here, this special section argues that IaD fundamentally opposes fixed representations of place and interrogates simplistic binary frameworks, positioning itself as a concept that is inherently post-structuralist. This reframing necessitates a sophisticated comprehension of essential concepts including mobility, home, and cultural exchange. Collectively, this special section addresses these issues by underscoring how IaD continues to reinforce pre-existing disparities in resource access, epistemic (in)justices, and power imbalances. The findings discussed herein underscore the significance of ethical considerations for educational technologies in the realm of IaD and the necessity for evidence-based strategies aimed at fostering more inclusive and sustainable practices. Ultimately, IaD signifies a profound reconsideration of global higher education, presenting technology-influenced avenues for innovation while necessitating a critical examination of its functions within an unequal world.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"755-761"},"PeriodicalIF":6.7,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13567","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455876","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":"A critical look at equity in international doctoral education at a distance: A duo's journey","authors":"Alaa Abdelghaffar,&nbsp;Lamiaa Eid","doi":"10.1111/bjet.13566","DOIUrl":"https://doi.org/10.1111/bjet.13566","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This collaborative, reflective research paper delves into the doctoral socialization experiences of two international students navigating pre- and postrelocation realities amid COVID-19 complexities. The authors juxtapose our journeys in the Global South (pre-relocation) and the Global North (postrelocation), scrutinizing learning outcomes, access to resources and academic and professional opportunities. Through journaling and deep self-reflection, this research illuminates stark disparities in educational accessibility, mainly rooted in the undeniable global technological divide. In this collaborative, reflective paper, my colleague and I unveil the unique challenges of distance learning, highlighting the resulting academic isolation and inequitable doctoral socialization experiences. Furthermore, the study reflects on the disproportionate access to academic and professional growth opportunities accompanying geographical mobility, emphasizing educational success and capacity-building inequities. This collaborative, reflective research contributes to the ongoing debate on IHE's impact on equity, particularly regarding the potential exacerbation of global disparities through internationalization at a distance. In this collaborative research, the authors attempt to answer the question: ‘&lt;i&gt;How do experiences under internationalization at a distance compare to or diverge from the experiences of geographically mobile students&lt;/i&gt;?’ By adopting counter-storytelling as the interpretive framework, this collaborative, reflective paper hopes to amplify and validate the stories of international students from the Global South and how they, the authors, experience internationalization at a distance in their doctoral education. The nuanced findings inform institutional policies promoting more equitable and inclusive practices in international higher education.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic (internationalization at a distance [IaD])\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;IaD enables students from diverse geographical locations to access educational resources and opportunities without physical relocation, promoting inclusivity and global participation.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;IaD offers flexible learning options that cater to diverse schedules and personal circumstances, allowing learners to balance academic pursuits with other commitments.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;IaD can reduce costs associated with traditional education, such as travel, accommodation and living expenses, making higher education more accessible and affordable for students from economically disadvantaged backgrounds.&lt;/li&gt;\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"834-851"},"PeriodicalIF":6.7,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456074","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":"Hybrid intelligence: Human–AI coevolution and learning","authors":"Sanna Järvelä,&nbsp;Guoying Zhao,&nbsp;Andy Nguyen,&nbsp;Haoyu Chen","doi":"10.1111/bjet.13560","DOIUrl":"https://doi.org/10.1111/bjet.13560","url":null,"abstract":"","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"455-468"},"PeriodicalIF":6.7,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13560","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455952","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":"Collaborative Cell Groups: Bridging separation in the Community of Inquiry in a context of Internationalization at a Distance","authors":"Yun Yue,&nbsp;Jeannette Keser,&nbsp;Feng Li,&nbsp;Yishu Liu,&nbsp;Weijuan Yu","doi":"10.1111/bjet.13561","DOIUrl":"https://doi.org/10.1111/bjet.13561","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 \u0000 &lt;p&gt;The internationalization of higher education increasingly involves ‘Internationalization at a Distance’ (IaD), a modality that alters how students engage with learning communities across geographical and cultural divides. Despite its growing prevalence, the complexity of fostering student engagement in transnational settings remains underexplored. This study investigates the application of the Community of Inquiry (CoI) framework—comprising teaching, cognitive and social presence—within a transnational Master of Education programme delivered jointly by an Australian university and a Chinese educational institute. Findings reveal significant challenges in achieving robust CoI elements due to geographical separation and cultural disparities, which undermine effective engagement. In response, students developed Collaborative Cell Groups, informal, peer-led communities that enhance engagement by localizing knowledge, fostering social cohesion and supplementing teaching presence. These groups illustrate both the potential and limitations of informal peer support within formal learning structures. By critically examining the interplay between formal and informal learning communities, this study offers new insights into optimizing engagement in cross-cultural distance education.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;The Community of Inquiry (CoI) framework has been widely recognized for structuring online learning environments by fostering cognitive, social and teaching presence to support meaningful learning experiences.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Prior research has primarily examined the application of the CoI framework in domestic online education settings, with limited exploration of its effectiveness and challenges in cross-cultural or transnational contexts like Internationalization at a Distance (IaD).&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Existing studies suggest that while the CoI framework can provide a structured approach to enhancing engagement, its ability to fully support student participation may be hindered by factors, such as geographical separation and cultural disparities.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;This study highlights the limitations of the CoI framework in fully supporting student engagement within IaD settings. Specifically, it demonstrates how cultural and geographical divides between students and instructors can hinder the effective establishment of teaching, cognitive and social presence.&lt;/li&gt;\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"967-987"},"PeriodicalIF":6.7,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455652","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":"Using hybrid intelligence to enhance peer feedback for promoting teacher reflection in video-based online learning","authors":"Jinglei Yu,&nbsp;Shengquan Yu,&nbsp;Ling Chen","doi":"10.1111/bjet.13559","DOIUrl":"https://doi.org/10.1111/bjet.13559","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Video-based teacher online learning enables teachers to engage in reflective practice by watching others' classroom videos, providing peer feedback (PF) and reviewing others' work. However, the quality and reliability of PF often suffer due to variations in teaching proficiency among providers, which limits its usefulness for reviewers. To improve the quality of PF, hybrid intelligence is a promising approach that enhances human evaluation with AI-based techniques. Thus, we developed a hybrid intelligence feedback (HIF) system, where PF is categorized and summarized by large language models (LLM), and accompanied with AI multimodal data analysis, all in accordance with a knowledge structure. To investigate the effectiveness of the HIF, we conducted a study involving 58 pre-service mathematics teachers. After their initial feedback provision on a classroom video, they were divided into two groups. One group received HIF, while the other received traditional PF. Both groups revised their initial feedback based on the same video with PF or HIF report, and were assigned two tasks, namely in-depth reflection and extensive reflection. We analysed the reflective writings generated in in-depth reflection using the Structure of Observed Learning Outcomes taxonomy, and examined the diversity of teachers' attentions in extensive reflection using information entropy. Compared to traditional PF, our findings indicated that HIF (a) facilitated more comments added in feedback revision, (b) promoted multi-structural and extended abstract level thinking in in-depth reflection, (c) encouraged more diverse attentions in extensive reflection. These results demonstrate the effectiveness of HIF in enhancing PF to promote reviewers' reflection. This efficacy can be attributed to the utilization of LLM to identify common elements within PF, guided by the human knowledge-based framework, as well as the integration of data-driven evidence to complement PF.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Video-based teacher online learning allows teachers to reflect on their own or others' videos flexibly while providing and reviewing peer feedback using reflection tools.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;While the benefits of reflecting on one's own videos with peer feedback are widely recognized, there is limited empirical evidence supporting the advantages of reflecting on others' videos with peer feedback. The effectiveness of this process may be affected by the quality and reliability of the peer feedback provided.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Using natural language processing techniques to enh","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"569-594"},"PeriodicalIF":6.7,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456001","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":"Internationalization at a distance via virtual mobility in the Global South: Advances and challenges","authors":"Simon Ngalomba,&nbsp;Faith Mkwananzi,&nbsp;Patience Mukwambo","doi":"10.1111/bjet.13557","DOIUrl":"https://doi.org/10.1111/bjet.13557","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Internationalization of higher education (HE) has increasingly been a subject of interest among scholars, due to developments in the field, such as increased student and staff mobility, inter-university research and teaching partnerships, and rapid technological advancements. Internationalization efforts have mainly focused on the recruitment of international students and staff to universities in the Global North, the establishment of satellite campuses overseas and research collaborations. To compete on a more even footing, countries in the Global South have increasingly invested in their HE systems and actively promoted themselves as international destinations in this changing global landscape. In this paper, we discuss the strategies and limitations of internationalization at a distance (IaD) with a specific focus on Tanzania. As an emerging destination for international students, the country's expanding HE sector is positioning itself as a global and competitive international destination through diverse efforts such as virtual mobility. This paper draws on interviews with key staff from an open and distance-learning university in Tanzania to examine and theorize the challenges relating to the provision of online distance learning (ODL) to non-mobile international students. The theoretical lens is informed by the capabilities approach and ideas of conversion factors and agency. The paper looks beyond existing limitations and proposes the idea of a responsive agency that draws on international collaborations as a way of overcoming contextual challenges through pooling and sharing resources where they exist. In this way, institutions are not independent of their affiliation with others, they belong to a community. This broadens the practice of internationalization to fostering supportive collaboration aimed at improving access to quality international HE.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Rising technology-supported activities have created new opportunities for universities internationalization.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Education plays a key role in intercultural understanding.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Internationalization of educational research and services improve quality by requiring respective higher education institutions improve academic standards.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Bring together the concepts of capabilities and third sp","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"927-946"},"PeriodicalIF":6.7,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13557","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456073","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":"Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance","authors":"Yizhou Fan,&nbsp;Luzhen Tang,&nbsp;Huixiao Le,&nbsp;Kejie Shen,&nbsp;Shufang Tan,&nbsp;Yueying Zhao,&nbsp;Yuan Shen,&nbsp;Xinyu Li,&nbsp;Dragan Gašević","doi":"10.1111/bjet.13544","DOIUrl":"https://doi.org/10.1111/bjet.13544","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 \u0000 &lt;p&gt;With the continuous development of technological and educational innovation, learners nowadays can obtain a variety of supports from agents such as teachers, peers, education technologies, and recently, generative artificial intelligence such as ChatGPT. In particular, there has been a surge of academic interest in human-AI collaboration and hybrid intelligence in learning. The concept of hybrid intelligence is still at a nascent stage, and how learners can benefit from a symbiotic relationship with various agents such as AI, human experts and intelligent learning systems is still unknown. The emerging concept of hybrid intelligence also lacks deep insights and understanding of the mechanisms and consequences of hybrid human-AI learning based on strong empirical research. In order to address this gap, we conducted a randomised experimental study and compared learners' motivations, self-regulated learning processes and learning performances on a writing task among different groups who had support from different agents, that is, ChatGPT (also referred to as the AI group), chat with a human expert, writing analytics tools, and no extra tool. A total of 117 university students were recruited, and their multi-channel learning, performance and motivation data were collected and analysed. The results revealed that: (1) learners who received different learning support showed no difference in post-task intrinsic motivation; (2) there were significant differences in the frequency and sequences of the self-regulated learning processes among groups; (3) ChatGPT group outperformed in the essay score improvement but their knowledge gain and transfer were not significantly different. Our research found that in the absence of differences in motivation, learners with different supports still exhibited different self-regulated learning processes, ultimately leading to differentiated performance. What is particularly noteworthy is that AI technologies such as ChatGPT may promote learners' dependence on technology and potentially trigger “metacognitive laziness”. In conclusion, understanding and leveraging the respective strengths and weaknesses of different agents in learning is critical in the field of future hybrid intelligence.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Hybrid intelligence, combining human and machine intelligence, aims to augment human capabilities rather than replace them, creating opportunities for more effective lifelong learning and collaboration.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Generative AI, such as ChatGPT, has shown potential in enhancing learning by providing immedi","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"489-530"},"PeriodicalIF":6.7,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455878","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 homeplace as a nexus of learning and socially reproductive labour: A feminist perspective on internationalisation at a distance","authors":"F. Melis Cin,&nbsp;Markus Roos Breines,&nbsp;Parvati Raghuram,&nbsp;Ashley Gunter","doi":"10.1111/bjet.13553","DOIUrl":"https://doi.org/10.1111/bjet.13553","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This paper explores the concept of homeplace, examining how it serves as a nexus for learning, reproductive labour, and internationalisation while problematising the gendered and depoliticised nature of international distance education. Drawing on 60 interviews with international distance students at a South African university, the research employs Black and critical feminist perspectives to critique how the blurred boundaries between private and public spheres shape learning experiences. It addresses a gap in the international distance education literature by highlighting the insufficient consideration of the social reproduction responsibilities played out in homeplaces. Our findings reveal that homeplace is neither a gender-neutral nor an idealised study environment. Instead, it leads to unequal participation in learning spaces and internationalisation efforts. Digital platforms, crucial for connectivity and collaboration in international education at a distance, also perpetuate gendered power dynamics that marginalise women's voices and contributions, but women, however, reach out and support each other in these online spaces. The research teases out the tensions between homeplace as a site for learning, living, and social reproduction, emphasising the need for international distance education institutions to address the gendered dynamics in their design and delivery that disproportionately burden those with responsibilities for social reproduction.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;International distance education focuses on distance education provided internationally.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Internationalisation at a Distance (IaD) activities aim to reach a broader audience beyond local students, leveraging online and blended learning models.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;IaD activities depend on the home as one of the main spaces of study while seeing online platforms as the main point of internationalisation.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Thus far, the literature on IaD has not undertaken a critical feminist analysis or deployed Black feminist theories to explore power relations in such spaces.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Examines how the politics of the “homeplace” can be used to understand the educational experiences of international distance education students.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"799-814"},"PeriodicalIF":6.7,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455665","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":"The changing ecologies of international students: Comparing internationalisation at a distance and internationalisation abroad","authors":"Daian Huang,&nbsp;Jenna Mittelmeier","doi":"10.1111/bjet.13549","DOIUrl":"https://doi.org/10.1111/bjet.13549","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This research explores and compares the learning ecologies of international students studying through internationalisation at a distance (IaD) and internationalisation abroad (IA) by investigating their experiences of first year of master's study with a UK university. We do so by using our previously proposed Revised Ecological Systems Theory as a conceptual framework, which integrates the physical/virtual and home/host dimensions into Bronfenbrenner's traditional Ecological Systems Theory. Our findings identified the co-existence and fluid nature of the physical/virtual and home/host ecologies for both IaD and IA students. We argue that learning ecologies and their changes throughout the academic year were not fully distinct for IaD and IA students, but their experiences within them vary between these two groups. Compared with IA students, IaD students stayed in relatively stable physical environments, but they experienced challenges with developing interpersonal connections with peers and had more limited intercultural encounters with the institution's host culture. Our findings suggest the importance of considering the physical/virtual and home/host dimensions of students' learning ecologies, and we provide suggestions for both practice and future research.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is currently known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Supported by technologies, internationalisation at a distance (IaD) is an emerging category of internationalisation of higher education, broadening students' access to higher education across borders.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Existing research has focused on students' experiences in short-term online collaborative projects, virtual exchanges and the use of technologies, and evidence shows certain benefits of internationalisation, such as developing intercultural competence, can be achieved online.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Universities are developing and providing more programmes for international students, both online and in-person.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;A comparison of the perceived learning ecologies of online and in-person students taking degree programmes at a UK university.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Empirical evidence of the co-existence of physical/virtual and home/host learning ecologies for both online and in-person international students.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Addressing the impo","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"779-798"},"PeriodicalIF":6.7,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13549","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455827","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}