Pub Date : 2025-01-19DOI: 10.1016/j.iheduc.2025.100993
Xuehan Zhou , Qiujie Li , Di Xu
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.
{"title":"Does professional development for online instruction improve student course outcomes?","authors":"Xuehan Zhou , Qiujie Li , 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":"2025-01-19","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}
Pub Date : 2025-01-03DOI: 10.1016/j.iheduc.2025.100992
Mohammadreza Farrokhnia , Abbas Taghizade , Roshan Ahmadi , Pantelis M. Papadopoulos , Omid Noroozi
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.
{"title":"Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning","authors":"Mohammadreza Farrokhnia , Abbas Taghizade , Roshan Ahmadi , Pantelis M. Papadopoulos , 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":"2025-01-03","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}
Pub Date : 2024-12-19DOI: 10.1016/j.iheduc.2024.100991
Mengru Pan , Chun Lai , Kai Guo
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, N = 31) had access to the chatbot on the platform to support their self-regulated reading, while the other class (the control group, N = 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.
{"title":"Effects of GenAI-empowered interactive support on university EFL students' self-regulated strategy use and engagement in reading","authors":"Mengru Pan , Chun Lai , Kai Guo","doi":"10.1016/j.iheduc.2024.100991","DOIUrl":"10.1016/j.iheduc.2024.100991","url":null,"abstract":"<div><div>Reading poses challenges for learners of English as a foreign language (EFL), as it requires strategic engagement with the text through an interactive meaning-making process. Self-regulated learning (SRL) training, which helps learners develop the ability to make strategic efforts to manage their reading process and maintain engagement in reading, has been increasingly used to assist EFL learners. However, one limitation of existing SRL training is the lack of interactive personalised support tailored to the specific needs of individual students. Recent developments in generative artificial intelligence (GenAI) may help address this limitation. This study explores how interactive personalised SRL support via a GenAI chatbot might affect university EFL learners' self-regulated strategy use and engagement in reading. Sixty-one Chinese EFL students from two classes at a university received a 45-min training session on SRL in reading and then engaged in a 12-week self-directed reading using an online reading platform embedded with SRL support. One class (the experimental group, <em>N</em> = 31) had access to the chatbot on the platform to support their self-regulated reading, while the other class (the control group, <em>N</em> = 30) received no chatbot assistance on the platform. Self-regulated reading strategy use and reading engagement were assessed through pre- and post-questionnaires, log data on the platform, and semi-structured interviews. It was found that the intervention significantly improved students' self-regulated reading strategy use and reading engagement, indicating the positive effect of GenAI-enabled interactive personalised SRL support. This study substantiates the value of interactive SRL support in the context of EFL reading.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100991"},"PeriodicalIF":6.4,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143173787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-10DOI: 10.1016/j.iheduc.2024.100990
Longwei Zheng , Fei Jiang , Xiaoqing Gu , Yuanyuan Li , Gong Wang , Haomin Zhang
As an innovative method in professional training, simulation-based learning (SBL) has been introduced into teacher education, providing pre-service teacher candidates with experiential learning opportunities. This study explores the efficacy of SBL using large language models (LLMs) to enhance teacher training, focusing on learners' suspension of disbelief (SoD). As a highly advanced form of generative artificial intelligence, LLMs possess robust capabilities in simulating human behavior, which can be harnessed to create simulated students for SBL in teacher training. This instrumental case study examines the experiences of 12 pre-service teachers who participated in a session featuring an LLM-enhanced simulation. The simulation facilitated naturalistic classroom interactions between the participants and simulated students. Our research aimed to understand how pre-service teachers perceive LLM-enhanced SBL, identify factors that influence SoD, and determine the authenticity barriers. Interview data were analyzed using various coding techniques and derived themes from these codes. The findings revealed that LLM-enhanced SBL provided a realistic and engaging environment, significantly benefiting teaching skill development and learning transfer. However, challenges such as lagging responses, weak comprehension of complex contexts, inconsistencies in simulated students' cognition, and incongruent feedback were noted. The primary contribution of this study lies in demonstrating the potential of using LLMs to replace human actors, though significant technical challenges remain. The study also indicates that enhancements in LLM fine-tuning and prompt engineering are needed to improve LLMs' understanding of classroom context and students' cognitive patterns.
本研究利用大型语言模型（large language models, LLMs）来探讨SBL对教师培训的效果，重点关注学习者的暂停怀疑（SoD）。作为一种高度先进的生成式人工智能，法学硕士具有强大的模拟人类行为的能力，可以在教师培训中为SBL创建模拟学生。本工具性案例研究考察了12名职前教师的经历，他们参加了一个以llm增强模拟为特色的会议。模拟促进了参与者与模拟学生之间的自然课堂互动。本研究旨在了解职前教师如何感知llm增强的SBL，识别影响SoD的因素，并确定真实性障碍。使用各种编码技术对访谈数据进行分析，并从这些编码中得出主题。研究结果表明，llm强化的SBL提供了一个真实的、引人入胜的环境，显著有利于教学技能的发展和学习迁移。然而，我们也注意到一些挑战，如反应滞后、对复杂情境的理解不强、模拟学生的认知不一致以及反馈不一致。本研究的主要贡献在于展示了使用法学硕士替代人类参与者的潜力，尽管仍存在重大的技术挑战。该研究还表明，法学硕士需要加强微调和提示工程，以提高法学硕士对课堂情境和学生认知模式的理解。
{"title":"Teaching via LLM-enhanced simulations: Authenticity and barriers to suspension of disbelief","authors":"Longwei Zheng , Fei Jiang , Xiaoqing Gu , Yuanyuan Li , Gong Wang , Haomin Zhang","doi":"10.1016/j.iheduc.2024.100990","DOIUrl":"10.1016/j.iheduc.2024.100990","url":null,"abstract":"<div><div>As an innovative method in professional training, simulation-based learning (SBL) has been introduced into teacher education, providing pre-service teacher candidates with experiential learning opportunities. This study explores the efficacy of SBL using large language models (LLMs) to enhance teacher training, focusing on learners' suspension of disbelief (SoD). As a highly advanced form of generative artificial intelligence, LLMs possess robust capabilities in simulating human behavior, which can be harnessed to create simulated students for SBL in teacher training. This instrumental case study examines the experiences of 12 pre-service teachers who participated in a session featuring an LLM-enhanced simulation. The simulation facilitated naturalistic classroom interactions between the participants and simulated students. Our research aimed to understand how pre-service teachers perceive LLM-enhanced SBL, identify factors that influence SoD, and determine the authenticity barriers. Interview data were analyzed using various coding techniques and derived themes from these codes. The findings revealed that LLM-enhanced SBL provided a realistic and engaging environment, significantly benefiting teaching skill development and learning transfer. However, challenges such as lagging responses, weak comprehension of complex contexts, inconsistencies in simulated students' cognition, and incongruent feedback were noted. The primary contribution of this study lies in demonstrating the potential of using LLMs to replace human actors, though significant technical challenges remain. The study also indicates that enhancements in LLM fine-tuning and prompt engineering are needed to improve LLMs' understanding of classroom context and students' cognitive patterns.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100990"},"PeriodicalIF":6.4,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142874779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-29DOI: 10.1016/j.iheduc.2024.100989
Meghan L. Dowell, Spencer P. Greenhalgh
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.
{"title":"Information flow solipsism in canvas: An exploration of student privacy awareness","authors":"Meghan L. Dowell, 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":"2024-11-29","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}
The impact of Covid-19 has significantly accelerated the digital transformation in higher education worldwide. This study investigates how digital transformation changes the instructional design and implementation of large-scale blended learning programs for better learner experiences. It emphasizes the significance of diverse stakeholders' engagement in institution-initiated blended programs to promote effective online professional development. Utilizing Research-Practice Partnerships (RPPs), this study adopts a case study approach, employing participatory observation, interviews, log data, and online discourses to analyze how interactions across various sectors and levels affect the transformation to blended programs and the professional development of the involved instructors. The findings reveal that the institution-initiated blended learning approach, resembling an apprenticeship model, effectively integrates teaching practice with online professional development. An in-depth analysis of two university courses shows that key events and task-oriented approaches significantly influence instructors' online engagement, enhancing their digital literacy. Teacher Handbooks, driven by real learner data, guide teaching practices effectively, while collaborative research meetings greatly enhance the use of data analytics in teaching. Although this top-down approach presents challenges, this study demonstrates that instructors can innovatively tackle these issues. Institutional support is more likely to foster collaborative learning communities across various sectors and hierarchies. This study contributes to the field by introducing a pioneering framework in the institution's innovative educational reform, creating online professional development communities for faculty members of all ages, and enabling them to quickly and easily adapt to the digital transformation of higher education.
{"title":"Scaling up online professional development through institution-initiated blended learning programs in higher education","authors":"Jingjing Zhang , Yicheng Huang , Fati Wu , Wei Kan , Xudong Zhu","doi":"10.1016/j.iheduc.2024.100988","DOIUrl":"10.1016/j.iheduc.2024.100988","url":null,"abstract":"<div><div>The impact of Covid-19 has significantly accelerated the digital transformation in higher education worldwide. This study investigates how digital transformation changes the instructional design and implementation of large-scale blended learning programs for better learner experiences. It emphasizes the significance of diverse stakeholders' engagement in institution-initiated blended programs to promote effective online professional development. Utilizing Research-Practice Partnerships (RPPs), this study adopts a case study approach, employing participatory observation, interviews, log data, and online discourses to analyze how interactions across various sectors and levels affect the transformation to blended programs and the professional development of the involved instructors. The findings reveal that the institution-initiated blended learning approach, resembling an apprenticeship model, effectively integrates teaching practice with online professional development. An in-depth analysis of two university courses shows that key events and task-oriented approaches significantly influence instructors' online engagement, enhancing their digital literacy. Teacher Handbooks, driven by real learner data, guide teaching practices effectively, while collaborative research meetings greatly enhance the use of data analytics in teaching. Although this top-down approach presents challenges, this study demonstrates that instructors can innovatively tackle these issues. Institutional support is more likely to foster collaborative learning communities across various sectors and hierarchies. This study contributes to the field by introducing a pioneering framework in the institution's innovative educational reform, creating online professional development communities for faculty members of all ages, and enabling them to quickly and easily adapt to the digital transformation of higher education.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100988"},"PeriodicalIF":6.4,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-19DOI: 10.1016/j.iheduc.2024.100987
Elisa Vilhunen , Veli-Matti Vesterinen , Mikko Äijälä , Janne Salovaara , Joula Siponen , Jari Lavonen , Katariina Salmela-Aro , Laura Riuttanen
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.
{"title":"Promoting university students' situational engagement in online learning for climate education","authors":"Elisa Vilhunen , Veli-Matti Vesterinen , Mikko Äijälä , Janne Salovaara , Joula Siponen , Jari Lavonen , Katariina Salmela-Aro , Laura Riuttanen","doi":"10.1016/j.iheduc.2024.100987","DOIUrl":"10.1016/j.iheduc.2024.100987","url":null,"abstract":"<div><div>Disengagement in online learning is known to pose a risk to student learning and wellbeing. In this paper, we first introduce the development and implementation process of a set of online university climate education courses aimed at enhancing student situational engagement through diverse learning activities. Second, engagement (conceptualized here as the co-occurrence of interest, skill, and challenge, i.e., optimal learning moments), and activities during the online courses were examined through ecological momentary assessment, and the relationship between them was investigated through two-level regression models. The results showed that the students were likely to experience optimal learning moments when they were formulating problems and ideating alternatives or designing solutions. Formulating problems and ideating alternatives can promote a student sense of competence, and by designing solutions, students can work with adequately challenging learning tasks. Thus, by implementing such activities in (online) teaching and learning, educators can contribute positively to student engagement.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100987"},"PeriodicalIF":6.4,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142696757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-17DOI: 10.1016/j.iheduc.2024.100979
Wanqing Hu , Jirong Tian , Yanyan Li
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.
{"title":"Enhancing student engagement in online collaborative writing through a generative AI-based conversational agent","authors":"Wanqing Hu , Jirong Tian , Yanyan Li","doi":"10.1016/j.iheduc.2024.100979","DOIUrl":"10.1016/j.iheduc.2024.100979","url":null,"abstract":"<div><div>Promoting student engagement in online collaborative writing (OCW) activities has been a critical concern for educators. Previous research has attempted to design conversational agents (CAs) utilizing retrieval-based models to engage students in collaborative learning. However, few studies have yet explored the design of CAs for OCW based on generative AI (GAI) models. Researchers are calling for investigations into how GAI technology can be better utilized to support learning. Addressing this gap, this study integrates advanced AI technologies (i.e. the retrieval-based model, GAI model, and retrieval-augmented generation) to develop a CA aimed at enhancing students' engagement in OCW activities. Furthermore, a quasi-experiment involving 78 undergraduate students was conducted to explore the effects of this CA on students' engagement (including behavioral, cognitive, and emotional engagement) and group writing performance. The results indicate that the CA did not significantly impact behavioral engagement, emotional engagement, or group writing performance. However, it was found to significantly enhance students' cognitive engagement, particularly by supporting students in sharing opinions, explaining concepts, and engaging in analysis. This research offers both theoretical and practical implications for better utilizing GAI technology to facilitate OCW activities.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100979"},"PeriodicalIF":6.4,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-14DOI: 10.1016/j.iheduc.2024.100978
Ling Zhang , Junzhou Xu
In the era of proliferating artificial intelligence (AI) technology, generative AI is reshaping educational landscapes, prompting a critical examination of its influence on students' learning processes and their self-efficacy amid concerns over growing technological dependence. This study investigates the nuanced relationship between generative AI use and university students' self-efficacy and technological dependence, illuminating the underlying paradoxes and implications for inclusive education practices. Through a survey of 348 university students, with 200 valid responses analyzed, we uncover the direct and indirect impacts of generative AI usage frequency on AI dependence. Our findings reveal a paradoxical effect: enhanced AI usage significantly amplifies students' confidence and efficiency in learning, yet simultaneously intensifies their dependence on AI. This dual impact both supports and complicates the incorporation of AI technologies into educational settings, underscoring the need for a balanced approach to leveraging AI in teaching and learning. Our study underscores the critical importance of a nuanced understanding of AI's role in education. It highlights the necessity of crafting an educational landscape where technology augments learning processes without compromising independent learning capabilities. By navigating the complex interplay between technological advancement and educational inclusivity, our findings guide the development of AI-assisted learning environments that are not only effective but also equitable and accessible.
{"title":"The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion","authors":"Ling Zhang , Junzhou Xu","doi":"10.1016/j.iheduc.2024.100978","DOIUrl":"10.1016/j.iheduc.2024.100978","url":null,"abstract":"<div><div>In the era of proliferating artificial intelligence (AI) technology, generative AI is reshaping educational landscapes, prompting a critical examination of its influence on students' learning processes and their self-efficacy amid concerns over growing technological dependence. This study investigates the nuanced relationship between generative AI use and university students' self-efficacy and technological dependence, illuminating the underlying paradoxes and implications for inclusive education practices. Through a survey of 348 university students, with 200 valid responses analyzed, we uncover the direct and indirect impacts of generative AI usage frequency on AI dependence. Our findings reveal a paradoxical effect: enhanced AI usage significantly amplifies students' confidence and efficiency in learning, yet simultaneously intensifies their dependence on AI. This dual impact both supports and complicates the incorporation of AI technologies into educational settings, underscoring the need for a balanced approach to leveraging AI in teaching and learning. Our study underscores the critical importance of a nuanced understanding of AI's role in education. It highlights the necessity of crafting an educational landscape where technology augments learning processes without compromising independent learning capabilities. By navigating the complex interplay between technological advancement and educational inclusivity, our findings guide the development of AI-assisted learning environments that are not only effective but also equitable and accessible.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"65 ","pages":"Article 100978"},"PeriodicalIF":6.4,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-05DOI: 10.1016/j.iheduc.2024.100977
Kerry J. Burner, Vanessa P. Dennen, Sihan Jian
This study examines how prior experiences as online learners prepare instructors for being online instructors through incidental learning. The study is driven by four research questions, inquiring whether instructors draw upon that experience when teaching online and whether instructors with this online learning experience differ from other online instructors regarding teaching strategies, help-seeking, and use of quality measures. Findings from an online survey show that most instructors with prior online learning experience believe that experience has heavily shaped some of their teaching practices and their desire to teach online. Additionally, these instructors were significantly more likely than their counterparts without online learning experience to find end-of-week summaries, online discussions, and small group activities important. The implications of these and the non-significant findings around help-seeking and quality measures are discussed in the light of professional development programs and meeting the needs of online instructors in higher education environments.
{"title":"Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies","authors":"Kerry J. Burner, Vanessa P. Dennen, Sihan Jian","doi":"10.1016/j.iheduc.2024.100977","DOIUrl":"10.1016/j.iheduc.2024.100977","url":null,"abstract":"<div><div>This study examines how prior experiences as online learners prepare instructors for being online instructors through incidental learning. The study is driven by four research questions, inquiring whether instructors draw upon that experience when teaching online and whether instructors with this online learning experience differ from other online instructors regarding teaching strategies, help-seeking, and use of quality measures. Findings from an online survey show that most instructors with prior online learning experience believe that experience has heavily shaped some of their teaching practices and their desire to teach online. Additionally, these instructors were significantly more likely than their counterparts without online learning experience to find end-of-week summaries, online discussions, and small group activities important. The implications of these and the non-significant findings around help-seeking and quality measures are discussed in the light of professional development programs and meeting the needs of online instructors in higher education environments.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"64 ","pages":"Article 100977"},"PeriodicalIF":6.4,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142586904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号