British Journal of Educational Technology最新文献

{"title":"Using hybrid intelligence to enhance peer feedback for promoting teacher reflection in video-based online learning","authors":"Jinglei Yu, Shengquan Yu, Ling Chen","doi":"10.1111/bjet.13559","DOIUrl":"https://doi.org/10.1111/bjet.13559","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>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.</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>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.</li>\u0000 \u0000 <li>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.</li>\u0000 \u0000 <li>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":"Assessing student perceptions and use of instructor versus AI-generated feedback","authors":"Erkan Er, Gökhan Akçapınar, Alper Bayazıt, Omid Noroozi, Seyyed Kazem Banihashem","doi":"10.1111/bjet.13558","DOIUrl":"https://doi.org/10.1111/bjet.13558","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Despite the growing research interest in the use of large language models for feedback provision, it still remains unknown how students perceive and use AI-generated feedback compared to instructor feedback in authentic settings. To address this gap, this study compared instructor and AI-generated feedback in a Java programming course through an experimental research design where students were randomly assigned to either condition. Both feedback providers used the same assessment rubric, and students were asked to improve their work based on the feedback. The feedback perceptions scale and students' laboratory assignment scores were compared in both conditions. Results showed that students perceived instructor feedback as significantly more useful than AI feedback. While instructor feedback was also perceived as more fair, developmental and encouraging, these differences were not statistically significant. Importantly, students receiving instructor feedback showed significantly greater improvements in their lab scores compared to those receiving AI feedback, even after controlling for their initial knowledge levels. Based on the findings, we posit that AI models potentially need to be trained on data specific to educational contexts and hybrid feedback models that combine AI's and instructors' strengths should be considered for effective feedback practices.</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 </p><ul>\u0000 \u0000 <li>Feedback is crucial for student learning in programming education.</li>\u0000 \u0000 <li>Providing detailed personalised feedback is challenging for instructors.</li>\u0000 \u0000 <li>AI-powered solutions like ChatGPT can be effective in feedback provision.</li>\u0000 \u0000 <li>Existing research is limited and shows mixed results about AI-generated feedback.</li>\u0000 </ul>\u0000 \u0000 <p>What this paper adds\u0000 </p><ul>\u0000 \u0000 <li>The effectiveness of AI-generated feedback was compared to instructor feedback.</li>\u0000 \u0000 <li>Both feedback types received positive perceptions, but instructor feedback was seen as more useful.</li>\u0000 \u0000 <li>Instructor feedback led to greater score improvements in the programming task.</li>\u0000 </ul>\u0000 \u0000 <p>Implications for practice and/or policy\u0000 </p><ul>\u0000 \u0000 <li>AI should not be the sole source of feedback, as human e","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 3","pages":"1074-1091"},"PeriodicalIF":6.7,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143809940","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, Faith Mkwananzi, Patience Mukwambo","doi":"10.1111/bjet.13557","DOIUrl":"https://doi.org/10.1111/bjet.13557","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>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.</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>Rising technology-supported activities have created new opportunities for universities internationalization.</li>\u0000 \u0000 <li>Education plays a key role in intercultural understanding.</li>\u0000 \u0000 <li>Internationalization of educational research and services improve quality by requiring respective higher education institutions improve academic standards.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>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":"Are simpler math stories better? Automatic readability assessment of GAI-generated multimodal mathematical stories validated by engagement","authors":"Hai Li, Wanli Xing, Chenglu Li, Wangda Zhu, Hyunju Oh","doi":"10.1111/bjet.13554","DOIUrl":"https://doi.org/10.1111/bjet.13554","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Mathematical stories can enhance students' motivation and interest in learning mathematics, thereby positively impacting their academic performance. However, due to resource constraints faced by the creators, generative artificial intelligence (GAI) is employed to create mathematical stories accompanied by images. This study introduces a method for automatically assessing the quality of these multimodal stories by evaluating text-image coherence and textual readability. Using GAI-generated stories for grades 3 to 5 from the US math story learning platform <i>Read Solve Create</i> (RSC), we extracted features related to multimodal semantics and text readability. We then analysed the correlation between these features and student engagement levels, measured by average reading time per story (behavioural engagement) and average drawing tool usage per story (cognitive engagement), derived from browsing logs and interaction metrics on the platform. Our findings reveal that textual features such as conjunctive adverbs, sentence connectors, causal connectives and simplified vocabulary positively correlate with behavioural engagement. Additionally, higher semantic similarity between text and images, as well as the number of operators in the stories, is associated with increased cognitive engagement. This study advances the application of GAI in mathematics education and offers novel insights for instructional material design.</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 </p><ul>\u0000 \u0000 <li>Mathematical stories can enhance students' motivation and interest in mathematics, leading to improved academic performance.</li>\u0000 \u0000 <li>Generative artificial intelligence (GAI) has been increasingly employed to create multimodal educational content, including mathematical stories with accompanying images, to address content creators' resource constraints.</li>\u0000 \u0000 <li>Prior readability research has primarily focused on the analysis of text-based educational content, with less emphasis on the integration and analysis of visual elements.</li>\u0000 </ul>\u0000 \u0000 <p>What this paper adds\u0000 </p><ul>\u0000 \u0000 <li>Introduces a novel automated multimodal readability assessment method that evaluates the coherence between text and images and the readability of text in GAI-generated mathematical stories.</li>\u0000 \u0000 <li>Identifies specific story features, such as the more frequent use of three types of conjunctions (adversative conjunctions, common ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 3","pages":"1092-1117"},"PeriodicalIF":6.7,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143809921","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":"Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance","authors":"Yizhou Fan, Luzhen Tang, Huixiao Le, Kejie Shen, Shufang Tan, Yueying Zhao, Yuan Shen, Xinyu Li, Dragan Gašević","doi":"10.1111/bjet.13544","DOIUrl":"https://doi.org/10.1111/bjet.13544","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>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.</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>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.</li>\u0000 \u0000 <li>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, Markus Roos Breines, Parvati Raghuram, Ashley Gunter","doi":"10.1111/bjet.13553","DOIUrl":"https://doi.org/10.1111/bjet.13553","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>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.</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>International distance education focuses on distance education provided internationally.</li>\u0000 \u0000 <li>Internationalisation at a Distance (IaD) activities aim to reach a broader audience beyond local students, leveraging online and blended learning models.</li>\u0000 \u0000 <li>IaD activities depend on the home as one of the main spaces of study while seeing online platforms as the main point of internationalisation.</li>\u0000 \u0000 <li>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.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Examines how the politics of the “homeplace” can be used to understand the educational experiences of international distance education students.</li>\u0000 \u0000 <li>","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, Jenna Mittelmeier","doi":"10.1111/bjet.13549","DOIUrl":"https://doi.org/10.1111/bjet.13549","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is currently known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>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.</li>\u0000 \u0000 <li>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.</li>\u0000 \u0000 <li>Universities are developing and providing more programmes for international students, both online and in-person.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>A comparison of the perceived learning ecologies of online and in-person students taking degree programmes at a UK university.</li>\u0000 \u0000 <li>Empirical evidence of the co-existence of physical/virtual and home/host learning ecologies for both online and in-person international students.</li>\u0000 \u0000 <li>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}

{"title":"Rethinking internationalisation at a distance from the perspectives of international students: Critical reflection towards epistemic justice","authors":"Kyungmee Lee, Yiyi Mao","doi":"10.1111/bjet.13550","DOIUrl":"https://doi.org/10.1111/bjet.13550","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>This qualitative case study examines the concept of ‘internationalisation at a distance (IaD)’ by investigating the learning and academic socialising experiences of international students in online higher education (HE). Amid the evolving landscape of global HE, the COVID-19 pandemic has accelerated the adoption of distance education, creating a unique context for internationalising HE at a distance. The number of international students joining foreign universities from their home countries through the medium of online learning has continued to grow. To better understand IaD from the vantage point of international students, not of universities or domestic students, the present authors listen to online international students, shedding light on the complex nature of being international students in such social and cultural contexts. Qualitative data were collected through in-depth interviews with 19 international students of Chinese ethnicity residing in China while studying and pursuing undergraduate and postgraduate degrees offered by universities in English-speaking countries. Our findings reveal that despite the institutional rhetoric which promotes diversity and inclusivity, especially during student recruitment and induction, online international students experience that their unique cultural perspectives and pedagogical knowledge are usually not accepted, accommodated and welcomed by their programmes, tutors and peers. Nevertheless, like their domestic counterparts, international students are proactive in navigating and shaping their online learning environments and relationships to effectively serve their own learning needs and interests. The outcomes challenge stereotypical narratives of international students prevailing in HE literature and create much more realistic discourses of the democratising potential of international online HE beyond the diversity rhetoric. The findings have been analysed using the theoretical framework of epistemic injustice, hoping to contribute to the IaD research and practices by challenging and reshaping the often uncritical and colonial perspectives on international online students.</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>Internationalisation in higher education is typically categorised into internationalisation abroad (IA), internationalisation at home (IaH) and internationalisation at a distance (IaD). These concepts have been widely used and interpreted from the perspective of universities as the main actors in internationalisation efforts.</li>\u0000 \u0000 <li>IaD is defined as internationalisation that occurs within a technology-medi","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"815-833"},"PeriodicalIF":6.7,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455826","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":"Addressing the role of technology in internationalization at a distance: Voices of students' in international distance learning from Ghana—sub-Saharan Africa","authors":"Alex Kumi-Yeboah, YangHyun Kim, Zacharia Mohammed, Samuel Amponsah","doi":"10.1111/bjet.13552","DOIUrl":"https://doi.org/10.1111/bjet.13552","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>The past two decades have witnessed a surge of distance learning in higher education across the world. Scholars have argued that this is due to the increasing use and recognition of technologies to act as a means, channel and source for internationalization of knowledge. Further, internationalization at a distance (IaD) has seen a rapid increase in universities in Ghana, sub-Saharan Africa, due to increased use of digital technologies and high demand for foreign education. Yet, there remains limited research about the role of technologies in facilitating and mediating IaD in countries in sub-Saharan Africa. Moreover, few studies have explored students' experiences in IaD regarding prospects and challenges in Ghana, sub-Saharan Africa. Therefore, the purpose of this research is to explore students' experiences and voices regarding the role of technologies in facilitating and mediating distance learning including students' critical reflections on the technological shift of IaD in higher education (including the COVID-19 pandemic period) in Ghana. Data were collected following a qualitative research design via an in-depth semistructured interview of 28 students (16 females and 12 males) enrolled in IaD learning program in three foreign universities (two in the United Kingdom and one in the United States). Data analyses were done via a constant comparative approach. Findings showed that students experienced enhanced quality of learning through the varied use of technologies such as Zoom, Team and Google Hangouts. However, students faced challenges such as unequal access to technologies, intermittent Internet connections/outages, high cost of tuition and lack of social and teaching engagement. These findings in many ways contribute to a new understanding and knowledge building of students' experiences and challenges of IaD in sub-Saharan Africa.</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>The number of students in internationalization at a distance (IaD) education programs is increasing alongside the development of digital technologies and the expansion of digital infrastructure.</li>\u0000 \u0000 <li>Increasing demands for higher education in sub-Saharan Africa have led to an increase in the number of students from Ghana in IaD.</li>\u0000 </ul>\u0000 <p>What this paper adds?\u0000\u0000 </p><ul>\u0000 \u0000 <li>Ghanaian students in IaD benefited from the use of various digital technologies, improving their engagement and facilitating the acquisition of digital skills.</li>\u0000 \u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"890-908"},"PeriodicalIF":6.7,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455721","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":"Providing tailored reflection instructions in collaborative learning using large language models","authors":"Atharva Naik, Jessica Ruhan Yin, Anusha Kamath, Qianou Ma, Sherry Tongshuang Wu, R. Charles Murray, Christopher Bogart, Majd Sakr, Carolyn P. Rose","doi":"10.1111/bjet.13548","DOIUrl":"https://doi.org/10.1111/bjet.13548","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>The relative effectiveness of reflection either through student generation of contrasting cases or through provided contrasting cases is not well-established for adult learners. This paper presents a classroom study to investigate this comparison in a college level Computer Science (CS) course where groups of students worked collaboratively to design database access strategies. Forty-four teams were randomly assigned to three reflection conditions ([GEN] directive to generate a contrasting case to the student solution and evaluate their trade-offs in light of the principle, [CONT] directive to compare the student solution with a provided contrasting case and evaluate their trade-offs in light of a principle, and [NSI] a control condition with a non-specific directive for reflection evaluating the student solution in light of a principle). In the CONT condition, as an illustration of the use of LLMs to exemplify knowledge transformation beyond knowledge construction in the generation of an automated contribution to a collaborative learning discussion, an LLM generated a contrasting case to a group's solution to exemplify application of an alternative problem solving strategy in a way that highlighted the contrast by keeping many concrete details the same as those the group had most recently collaboratively constructed. While there was no main effect of condition on learning based on a content test, low-pretest student learned more from CONT than GEN, with NSI not distinguishable from the other two, while high-pretest students learned marginally more from the GEN condition than the CONT condition, with NSI not distinguishable from the other two.</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>Reflection during or even in place of computer programming is beneficial for learning of principles for advanced computer science when the principles are new to students.</li>\u0000 \u0000 <li>Generation of contrasting cases and comparing contrasting cases have both been demonstrated to be effective as opportunities to learn from reflection in some contexts, though questions remain about ideal applicability conditions for adult learners.</li>\u0000 \u0000 <li>Intelligent conversational agents can be used effectively to deliver stimuli for reflection during collaborative learning, though room for improvement remains, which provides an opportunity to demonstrate the potential positive contribution of large language models (LLMs).</li>\u0000 </ul>\u0000 <p>What ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"531-550"},"PeriodicalIF":6.7,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13548","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455824","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}