Internet and Higher Education最新文献_第3页

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

IF 6.8 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education

Pub Date : 2025-07-18 DOI: 10.1016/j.iheduc.2025.101038

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

Generative AI (GenAI) provides distinct affordances that contribute meaningfully to learning. However, there are also several challenges, most notably ethical considerations. While much of the current research on GenAI in academia focuses on technical capabilities or ethical concerns, few studies have examined how GenAI can be leveraged to promote equity and inclusivity, particularly in academic communication. In this study, we adopt the theoretical lens of Ubuntu, a Southern African philosophy that emphasises interconnectedness and community, to reconceptualise GenAI as a democratising force. Five international PhD students in Education and their PhD supervisor (all multilingual users of English) explored their experiences of using GenAI. We used a collaborative autoethnographic approach, incorporating reflective prompting, individual writing, group sharing and refining, and group-based writing. We demonstrate that GenAI reshaped power dynamics and challenged academic hierarchies by providing real-time language support and improving academic writing clarity. This empowered us to participate in academic discourse, disrupting traditional gatekeeping mechanisms. By automating routine tasks, GenAI also shifted our academic focus from technical skills to intellectual contributions, fostering inclusivity and equity. This study highlights the potential of GenAI in terms of knowledge creation and academic discourse, particularly for doctoral scholars navigating linguistic and cultural barriers. Academia is predominantly Anglophone-centric, marginalising non-English-speaking scholars by imposing additional barriers to participation and recognition, perpetuating inequities in knowledge creation and dissemination. We argue that embracing GenAI can help to decolonise these academic practices, thereby promoting epistemic justice and creating a more equitable scholarly environment for all.

生成式人工智能（GenAI）提供了对学习有意义的独特启示。然而，也有一些挑战，最明显的是道德方面的考虑。虽然目前学术界对基因人工智能的研究大多集中在技术能力或伦理问题上，但很少有研究探讨如何利用基因人工智能促进公平和包容性，特别是在学术交流中。在这项研究中，我们采用了乌班图的理论视角，这是一种强调相互联系和社区的南部非洲哲学，将GenAI重新定义为一种民主化力量。5名来自教育部的国际博士生和他们的博士生导师（都是多语种的英语使用者）探讨了他们使用GenAI的经验。我们采用了一种协作式的自我民族志方法，结合了反思提示、个人写作、群体分享和提炼以及基于群体的写作。我们证明，GenAI通过提供实时语言支持和提高学术写作清晰度，重塑了权力动态，挑战了学术等级。这使我们能够参与学术讨论，打破传统的把关机制。通过自动化日常任务，GenAI还将我们的学术重点从技术技能转移到智力贡献上，促进了包容性和公平性。这项研究强调了GenAI在知识创造和学术话语方面的潜力，特别是对于克服语言和文化障碍的博士学者。学术界主要以英语为中心，通过对参与和认可施加额外的障碍，使非英语学者边缘化，使知识创造和传播方面的不平等永续存在。我们认为，接受GenAI可以帮助这些学术实践去殖民化，从而促进认知正义，并为所有人创造一个更公平的学术环境。

{"title":"Empowering international PhD students: Generative AI, Ubuntu, and the decolonisation of academic communication","authors":"Lynette Pretorius , Huy-Hoang Huynh , Anak Agung Ayu Redi Pudyanti , Ziqi Li , Abdul Qawi Noori , Zhiheng Zhou","doi":"10.1016/j.iheduc.2025.101038","DOIUrl":"10.1016/j.iheduc.2025.101038","url":null,"abstract":"<div><div>Generative AI (GenAI) provides distinct affordances that contribute meaningfully to learning. However, there are also several challenges, most notably ethical considerations. While much of the current research on GenAI in academia focuses on technical capabilities or ethical concerns, few studies have examined how GenAI can be leveraged to promote equity and inclusivity, particularly in academic communication. In this study, we adopt the theoretical lens of Ubuntu, a Southern African philosophy that emphasises interconnectedness and community, to reconceptualise GenAI as a democratising force. Five international PhD students in Education and their PhD supervisor (all multilingual users of English) explored their experiences of using GenAI. We used a collaborative autoethnographic approach, incorporating reflective prompting, individual writing, group sharing and refining, and group-based writing. We demonstrate that GenAI reshaped power dynamics and challenged academic hierarchies by providing real-time language support and improving academic writing clarity. This empowered us to participate in academic discourse, disrupting traditional gatekeeping mechanisms. By automating routine tasks, GenAI also shifted our academic focus from technical skills to intellectual contributions, fostering inclusivity and equity. This study highlights the potential of GenAI in terms of knowledge creation and academic discourse, particularly for doctoral scholars navigating linguistic and cultural barriers. Academia is predominantly Anglophone-centric, marginalising non-English-speaking scholars by imposing additional barriers to participation and recognition, perpetuating inequities in knowledge creation and dissemination. We argue that embracing GenAI can help to decolonise these academic practices, thereby promoting epistemic justice and creating a more equitable scholarly environment for all.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101038"},"PeriodicalIF":6.8,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144664744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The GenAI divide among university students: A call for action 大学生的基因分化：行动呼吁

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education

Pub Date : 2025-07-09 DOI: 10.1016/j.iheduc.2025.101036

Karley Beckman , Tiffani Apps , Sarah Katherine Howard , Claire Rogerson , Ann Rogerson , Jo Tondeur

The rapid pace of technological change with generative artificial intelligence is accelerating much faster than our capacity to understand and regulate it. Higher education institutions have been firmly focused on the impacts of this innovation on academic integrity while grappling with unknown longer-term impacts on students' academic study and future work. This mixed method study aims to capture student perspectives on their self-reported understanding of GenAI and intentions to use GenAI for their academic study during the critical diffusion stage and policy vacuum. Through a survey with 194 university students, the study explored student's understanding, knowledge, experience and intended use of GenAI tools to support their academic study. The paper presents three distinct student profiles established through cluster analysis of measures of digital and AI literacy, which are then explored in-depth through presentation of qualitative items. Notably, the cluster profiles demonstrate variation across the profiles of novice, cautious and enthusiastic users and patterns related to their knowledge of ChatGPT and intended uses. The paper draws on digital divide empirical literature and explores the potential to repeat digital divides among groups of students based on their access, capabilities, and capacity to leverage these for educational advantage. We propose that building upon a vast existing body of educational research about digital literacy inequalities offers rich insights into the current problems facing education institutions, specifically, what role do universities play in supporting students to understand and harness GenAI, now and in their futures.

人工智能的技术变革速度之快，远远超过了我们理解和管理它的能力。高等教育机构一直坚定地关注这一创新对学术诚信的影响，同时努力应对对学生学术学习和未来工作的未知长期影响。这项混合方法研究旨在捕捉学生的观点，了解他们自我报告的对GenAI的理解，以及在关键扩散阶段和政策真空期间使用GenAI进行学术研究的意图。通过对194名大学生的调查，该研究探讨了学生对GenAI工具的理解、知识、经验和预期使用情况，以支持他们的学术研究。本文通过对数字和人工智能素养措施的聚类分析，提出了三种不同的学生概况，然后通过介绍定性项目对其进行深入探讨。值得注意的是，集群概要文件展示了新手、谨慎用户和热心用户的概要文件之间的差异，以及与他们的ChatGPT知识和预期用途相关的模式。本文借鉴了数字鸿沟实证文献，并根据学生群体的访问、能力和利用这些资源获得教育优势的能力，探讨了在学生群体中重复数字鸿沟的可能性。我们建议，在现有大量关于数字扫盲不平等的教育研究基础上，为教育机构当前面临的问题提供丰富的见解，特别是大学在支持学生理解和利用GenAI方面发挥的作用，无论是现在还是未来。

{"title":"The GenAI divide among university students: A call for action","authors":"Karley Beckman , Tiffani Apps , Sarah Katherine Howard , Claire Rogerson , Ann Rogerson , Jo Tondeur","doi":"10.1016/j.iheduc.2025.101036","DOIUrl":"10.1016/j.iheduc.2025.101036","url":null,"abstract":"<div><div>The rapid pace of technological change with generative artificial intelligence is accelerating much faster than our capacity to understand and regulate it. Higher education institutions have been firmly focused on the impacts of this innovation on academic integrity while grappling with unknown longer-term impacts on students' academic study and future work. This mixed method study aims to capture student perspectives on their self-reported understanding of GenAI and intentions to use GenAI for their academic study during the critical diffusion stage and policy vacuum. Through a survey with 194 university students, the study explored student's understanding, knowledge, experience and intended use of GenAI tools to support their academic study. The paper presents three distinct student profiles established through cluster analysis of measures of digital and AI literacy, which are then explored in-depth through presentation of qualitative items. Notably, the cluster profiles demonstrate variation across the profiles of novice, cautious and enthusiastic users and patterns related to their knowledge of ChatGPT and intended uses. The paper draws on digital divide empirical literature and explores the potential to repeat digital divides among groups of students based on their access, capabilities, and capacity to leverage these for educational advantage. We propose that building upon a vast existing body of educational research about digital literacy inequalities offers rich insights into the current problems facing education institutions, specifically, what role do universities play in supporting students to understand and harness GenAI, now and in their futures.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101036"},"PeriodicalIF":6.4,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144613166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Feasibility study of an internet-based virtual cultural exchange programme: Asian, North American and European university students 以亚洲、北美及欧洲大学生为对象的网上虚拟文化交流计划可行性研究

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education

Pub Date : 2025-07-08 DOI: 10.1016/j.iheduc.2025.101037

Kin Cheung , Nok Hang Leung , Virginia Pulcini , Antonella Giacosa , Nesrine Triki , Rebecca Fitzgerald , Rebecca Trautwein , Bin Li , Yee Na Li , Hilda Tsang , Ka Yee Lui , Wilson Yeung Yuk Kwok

There is still little knowledge about informal virtual cultural exchange programs deploying social media as an internet-based communication platform among students from different disciplines. This study aimed to address this research gap by examining the effect of a four-week theory-driven WhatsApp-based virtual cultural exchange program titled “Internationalization-at-Home” (IaH) among university students from three continents. A repeated-measure design was adopted. 60 university students from Canada (North America), Hong Kong (Asia) and Italy (Europe) were recruited from February to March 2021, with 20 students from each site. Participants from different sites were paired up to experience informal intercultural interaction through WhatsApp interaction. The results showed that IaH reduced the apprehension about intercultural communication. Furthermore, the high attendance and retention rate, together with the general satisfaction demonstrated the acceptance of the IaH. These findings demonstrate significant implications for global applications as they highlight the potential of virtual cultural exchange to alleviate fear and anxiety, thereby facilitating intercultural communication. This study also provides evidence supporting the widespread adoption of similar initiatives worldwide in the post-COVID-19 era.

对于利用社交媒体作为不同学科学生之间基于互联网的交流平台的非正式虚拟文化交流项目，人们仍然知之甚少。本研究旨在通过研究一个为期四周的基于whatsapp的虚拟文化交流项目“国际化在家”（IaH）对来自三大洲的大学生的影响，来解决这一研究缺口。采用重复测量设计。2021年2月至3月，来自加拿大（北美）、香港（亚洲）和意大利（欧洲）的60名大学生被招募，每个地点各有20名学生。来自不同地点的参与者通过WhatsApp互动体验非正式的跨文化互动。结果表明，IaH降低了对跨文化交际的忧虑。此外，较高的出勤率和留校率，加上普遍的满意度，表明国际投行被接受。这些发现对全球应用具有重要意义，因为它们突出了虚拟文化交流在缓解恐惧和焦虑方面的潜力，从而促进了跨文化交流。本研究还提供了证据，支持在covid -19后时代在全球广泛采取类似举措。

{"title":"Feasibility study of an internet-based virtual cultural exchange programme: Asian, North American and European university students","authors":"Kin Cheung , Nok Hang Leung , Virginia Pulcini , Antonella Giacosa , Nesrine Triki , Rebecca Fitzgerald , Rebecca Trautwein , Bin Li , Yee Na Li , Hilda Tsang , Ka Yee Lui , Wilson Yeung Yuk Kwok","doi":"10.1016/j.iheduc.2025.101037","DOIUrl":"10.1016/j.iheduc.2025.101037","url":null,"abstract":"<div><div>There is still little knowledge about informal virtual cultural exchange programs deploying social media as an internet-based communication platform among students from different disciplines. This study aimed to address this research gap by examining the effect of a four-week theory-driven WhatsApp-based virtual cultural exchange program titled “Internationalization-at-Home” (IaH) among university students from three continents. A repeated-measure design was adopted. 60 university students from Canada (North America), Hong Kong (Asia) and Italy (Europe) were recruited from February to March 2021, with 20 students from each site. Participants from different sites were paired up to experience informal intercultural interaction through WhatsApp interaction. The results showed that IaH reduced the apprehension about intercultural communication. Furthermore, the high attendance and retention rate, together with the general satisfaction demonstrated the acceptance of the IaH. These findings demonstrate significant implications for global applications as they highlight the potential of virtual cultural exchange to alleviate fear and anxiety, thereby facilitating intercultural communication. This study also provides evidence supporting the widespread adoption of similar initiatives worldwide in the post-COVID-19 era.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101037"},"PeriodicalIF":6.4,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144623616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Maximizing effectiveness of AI-generated instructors through human-like behavior and dynamic visual cues in instructional videos: Evidence from an eye-tracking study 通过教学视频中的类人行为和动态视觉线索最大化人工智能生成教师的有效性：来自眼动追踪研究的证据

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education

Pub Date : 2025-07-01 DOI: 10.1016/j.iheduc.2025.101034

Tao Xu , Qian Chen , Zhiwei Zhang , Bingyu Dong , Hui Zhang , Jie Bai , Yun Zhou

The rapid advancement of Artificial Intelligence Generated Content (AIGC) has revolutionized the production of instructional videos and lectures in MOOCs, opening a new chapter in their use for education. This technology enables the generation of talking instructors from text and images or clips of real people. However, the impact of behavioral fidelity and visual cues provided by these generated instructors on learning outcomes in instructional videos remains unknown. This study addresses this gap by employing a 2 × 2 within-subjects design (behavioral fidelity: high/low; visual cues: with/without) with 36 college student participants. We assessed learning performance, social presence, satisfaction, cognitive load, humanness, and motivation, and analyzed eye movements. Results revealed that high behavioral fidelity increased social presence and more effectively engages students, leading to better transfer performance. Visual cues were found to facilitate the organization and integration of information. The generated instructors were most effective when resembling human behavior and using dynamic visual cues. However, further refinement is needed for the voice and gestures of these instructors. The findings extend the social agency theory related to animated and human instructors to the context of AI-generated instructors. We recommend using instructors with high behavioral fidelity in instructional videos, featuring realistic beat gestures, body movements, facial expressions, and eye contact. Our study offers valuable insights into the implications of using AIGC in educational settings.

人工智能生成内容（AIGC）的快速发展彻底改变了mooc教学视频和讲座的制作，开启了将其用于教育的新篇章。这项技术可以从文本、图像或真人剪辑中生成会说话的讲师。然而，这些生成的教师提供的行为保真度和视觉线索对教学视频中学习结果的影响尚不清楚。本研究通过采用2x2受试者内设计(行为保真度：高/低；视觉线索：有/没有)36名大学生参与者。我们评估了学习表现、社会存在、满意度、认知负荷、人性和动机，并分析了眼球运动。结果表明，高行为保真度增加了社会存在感，更有效地吸引学生，从而导致更好的迁移绩效。研究发现，视觉线索有助于信息的组织和整合。生成的指导员在模仿人类行为并使用动态视觉线索时最有效。然而，这些教练的声音和手势还需要进一步完善。研究结果将与动画教师和真人教师相关的社会代理理论扩展到人工智能生成教师的背景下。我们建议在教学视频中使用具有高行为保真度的讲师，具有逼真的节拍手势，身体动作，面部表情和眼神交流。我们的研究为在教育环境中使用AIGC的含义提供了有价值的见解。

{"title":"Maximizing effectiveness of AI-generated instructors through human-like behavior and dynamic visual cues in instructional videos: Evidence from an eye-tracking study","authors":"Tao Xu , Qian Chen , Zhiwei Zhang , Bingyu Dong , Hui Zhang , Jie Bai , Yun Zhou","doi":"10.1016/j.iheduc.2025.101034","DOIUrl":"10.1016/j.iheduc.2025.101034","url":null,"abstract":"<div><div>The rapid advancement of Artificial Intelligence Generated Content (AIGC) has revolutionized the production of instructional videos and lectures in MOOCs, opening a new chapter in their use for education. This technology enables the generation of talking instructors from text and images or clips of real people. However, the impact of behavioral fidelity and visual cues provided by these generated instructors on learning outcomes in instructional videos remains unknown. This study addresses this gap by employing a 2 × 2 within-subjects design (behavioral fidelity: high/low; visual cues: with/without) with 36 college student participants. We assessed learning performance, social presence, satisfaction, cognitive load, humanness, and motivation, and analyzed eye movements. Results revealed that high behavioral fidelity increased social presence and more effectively engages students, leading to better transfer performance. Visual cues were found to facilitate the organization and integration of information. The generated instructors were most effective when resembling human behavior and using dynamic visual cues. However, further refinement is needed for the voice and gestures of these instructors. The findings extend the social agency theory related to animated and human instructors to the context of AI-generated instructors. We recommend using instructors with high behavioral fidelity in instructional videos, featuring realistic beat gestures, body movements, facial expressions, and eye contact. Our study offers valuable insights into the implications of using AIGC in educational settings.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101034"},"PeriodicalIF":6.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Parallel empathy or reactive empathy? The role of emotional support provided by affective pedagogical agent in online learning 平行同理心还是反应性同理心？情感教学主体提供的情感支持在网络学习中的作用

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education

Pub Date : 2025-07-01 DOI: 10.1016/j.iheduc.2025.101035

Yanqing Wang , Shaoying Gong , Yang Cao , Ying Liu

To increase human-computer interaction and motivate university students' online learning, this study investigated the effects of affective pedagogical agent (PA) providing parallel empathy and reactive empathy in an online learning scenario. In a 2 (Parallel empathy: yes vs. no) × 2 (Reactive empathy: yes vs. no) between-subjects design, 122 university students learned 10 psychological concepts about judgment and decision-making while their eye movements were tracked and physiological arousals (i.e., heart rate and electrodermal activity) were detected. The results found that (a) affective PA that provides learners with reactive empathy could enhance learners' physiological arousal, guide learners to devote more attention to key learning content, and improve retention and transfer performances; (b) affective PA providing both parallel empathy and reactive empathy was more likely to promote transfer performance than those only providing parallel empathy or reactive empathy; (c) affective PA neither increased learners' extraneous cognitive load nor distracted learners' attention. In summary, this study confirms that reactive empathy may be the most important empathy provided by affective PA, and demonstrates that affective PA providing both parallel empathy and reactive empathy were most effective in promoting deep learning. Research findings help enrich prior theories and provide a reference for future researchers to design affective PA.

本研究旨在探讨情感性教学代理（PA）在网络学习情境下提供平行共情和反应性共情的效果。在2（平行共情：是与否） × 2（反应性共情：是与否）受试者间设计中，122名大学生学习了10个关于判断和决策的心理概念，同时跟踪他们的眼球运动，检测他们的生理觉醒（即心率和皮电活动）。结果发现：(a)情感习得为学习者提供反应性共情，可以增强学习者的生理唤醒，引导学习者更加关注重点学习内容，提高学习者的记忆和迁移绩效；(b)同时提供平行共情和反应性共情的情感性行为比只提供平行共情和反应性共情的情感性行为更能促进迁移绩效；(c)情感性PA既没有增加学习者的外在认知负荷，也没有分散学习者的注意力。综上所述，本研究证实了反应性共情可能是情感PA提供的最重要的共情，并且表明情感PA同时提供平行共情和反应性共情对促进深度学习最有效。研究结果有助于丰富现有理论，并为未来研究者设计情感性PA提供参考。

{"title":"Parallel empathy or reactive empathy? The role of emotional support provided by affective pedagogical agent in online learning","authors":"Yanqing Wang , Shaoying Gong , Yang Cao , Ying Liu","doi":"10.1016/j.iheduc.2025.101035","DOIUrl":"10.1016/j.iheduc.2025.101035","url":null,"abstract":"<div><div>To increase human-computer interaction and motivate university students' online learning, this study investigated the effects of affective pedagogical agent (PA) providing parallel empathy and reactive empathy in an online learning scenario. In a 2 (Parallel empathy: yes vs. no) × 2 (Reactive empathy: yes vs. no) between-subjects design, 122 university students learned 10 psychological concepts about judgment and decision-making while their eye movements were tracked and physiological arousals (i.e., heart rate and electrodermal activity) were detected. The results found that (a) affective PA that provides learners with reactive empathy could enhance learners' physiological arousal, guide learners to devote more attention to key learning content, and improve retention and transfer performances; (b) affective PA providing both parallel empathy and reactive empathy was more likely to promote transfer performance than those only providing parallel empathy or reactive empathy; (c) affective PA neither increased learners' extraneous cognitive load nor distracted learners' attention. In summary, this study confirms that reactive empathy may be the most important empathy provided by affective PA, and demonstrates that affective PA providing both parallel empathy and reactive empathy were most effective in promoting deep learning. Research findings help enrich prior theories and provide a reference for future researchers to design affective PA.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101035"},"PeriodicalIF":6.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144565724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing online college students' self-regulated learning and performance through self-assessments and commitment strategies 通过自我评估和承诺策略提高网络大学生的自主学习和绩效

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education

Pub Date : 2025-06-18 DOI: 10.1016/j.iheduc.2025.101033

Kun Huang , Anita Lee-Post

This study examines the impact of a combined self-assessment and commitment strategy intervention on college students' self-regulated learning (SRL) and academic performance in asynchronous online learning. Using an ex post facto control design, we compared students' performance and behavioral analytics across three course units in two consecutive years of a large online college course. Compared to the control group, the treatment group demonstrated sustained improvement in both course performance and learning behaviors. Our findings highlight the potential of integrating self-assessment and commitment strategies to enhance SRL and academic outcomes in online education. This research advances the understanding of sustained SRL interventions and offers practical insights for online educators seeking to improve student engagement and performance.

本研究考察了自我评估与承诺策略相结合的干预对大学生异步在线学习中自我调节学习和学业成绩的影响。使用事后控制设计，我们比较了学生在连续两年的大型在线大学课程中三个课程单元的表现和行为分析。与对照组相比，治疗组在课程表现和学习行为方面均表现出持续的改善。我们的研究结果强调了整合自我评估和承诺策略以提高在线教育中SRL和学术成果的潜力。这项研究促进了对持续SRL干预的理解，并为寻求提高学生参与度和表现的在线教育者提供了实用的见解。

引用次数: 0

Changes in online engagement at the within-person level, profiles, dynamics and association with achievement 在线参与在个人层面的变化，概况，动态和与成就的联系

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education

Pub Date : 2025-06-15 DOI: 10.1016/j.iheduc.2025.101031

Mohammed Saqr, Sonsoles López-Pernas

While the dominant population-based research is immensely useful in revealing the general trends, it falls short of capturing the intraindividual –or within-person – changes on the individual level. Capturing the individualized processes helps create personalized interventions and advance our understanding of the person in which the learning process takes place. This study aimed at modeling the within-person profiles of change in engagement and charting their temporal unfolding and transitions of 307 students, spanning 12 courses —3684 course enrollments in total—, across three years of education. We use a combination of mixture models, sequence and transition analysis, as well as multilevel repeated measures ANOVA to capture such changes, their longitudinal unfolding and how they relate to performance. Our results revealed three within-person profiles of change (up, down, and average). These profiles were plotted, their sequential unfolding was studied by sequence analysis and then we clustered the longitudinal trajectories of these profiles resulting in three distinct trajectories: an ascending, a descending, and a stable trajectory. We found that the baseline average profile represented an attractor state that was indicative of resilience, stability, and high achievement and students who did below their own average were at risk if they did not catch up. Therefore, our results suggest that tracking the within-person changes in engagement at the individual level opens the door for individualized tracking and intervention that require no constraints of samples or averaging across aggregate data

虽然以人口为基础的主流研究在揭示总体趋势方面非常有用，但它无法捕捉到个人层面上的个人内部或个人内部的变化。捕捉个性化的过程有助于创建个性化的干预措施，并促进我们对学习过程发生的人的理解。本研究旨在对307名学生的参与度变化的个人概况进行建模，并绘制其时间展开和转变的图表，涵盖12门课程-总共3684门课程-在三年的教育中。我们结合使用混合模型、序列和过渡分析，以及多水平重复测量方差分析来捕捉这些变化、它们的纵向展开以及它们与绩效的关系。我们的结果揭示了三种个人内部的变化概况（上升、下降和平均）。绘制了这些剖面，通过序列分析研究了它们的顺序展开，然后对这些剖面的纵向轨迹进行聚类，得到了三个不同的轨迹：上升、下降和稳定轨迹。我们发现，基线平均概况代表了一种吸引人的状态，它表明了韧性、稳定性和高成就，而那些成绩低于自己平均水平的学生，如果他们没有赶上来，就有风险。因此，我们的研究结果表明，在个人层面上跟踪参与的个人内部变化为个性化跟踪和干预打开了大门，不需要样本约束或对总数据进行平均

{"title":"Changes in online engagement at the within-person level, profiles, dynamics and association with achievement","authors":"Mohammed Saqr, Sonsoles López-Pernas","doi":"10.1016/j.iheduc.2025.101031","DOIUrl":"10.1016/j.iheduc.2025.101031","url":null,"abstract":"<div><div>While the dominant population-based research is immensely useful in revealing the general trends, it falls short of capturing the intraindividual –or within-person – changes on the individual level. Capturing the individualized processes helps create personalized interventions and advance our understanding of the person in which the learning process takes place. This study aimed at modeling the within-person profiles of change in engagement and charting their temporal unfolding and transitions of 307 students, spanning 12 courses —3684 course enrollments in total—, across three years of education. We use a combination of mixture models, sequence and transition analysis, as well as multilevel repeated measures ANOVA to capture such changes, their longitudinal unfolding and how they relate to performance. Our results revealed three within-person profiles of change (up, down, and average). These profiles were plotted, their sequential unfolding was studied by sequence analysis and then we clustered the longitudinal trajectories of these profiles resulting in three distinct trajectories: an ascending, a descending, and a stable trajectory. We found that the baseline average profile represented an attractor state that was indicative of resilience, stability, and high achievement and students who did below their own average were at risk if they did not catch up. Therefore, our results suggest that tracking the within-person changes in engagement at the individual level opens the door for individualized tracking and intervention that require no constraints of samples or averaging across aggregate data</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101031"},"PeriodicalIF":6.4,"publicationDate":"2025-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144313228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Temporal structuring in asynchronous discussions: Designing for collaborative learning in online university courses 异步讨论中的时间结构：网络大学课程协同学习的设计

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education

Pub Date : 2025-06-15 DOI: 10.1016/j.iheduc.2025.101032

Arita L. Liu , Philip H. Winne , John C. Nesbit

Asynchronous online discussions (AOD) offer pedagogical advantages as a social learning tool, but their success largely depends on students' motivated participation and sustained engagement. Recent research highlights the potential of leveraging temporal data to understand discussion dynamics and inform instructional strategies. However, the role of contextual factors in analyzing temporal data has not been systematically investigated. To address this gap, this study examines the interplay between temporal patterns and contextual factors including discussion format, group configuration, and course sessions. We analyzed logged timestamp data from 22 online discussions in a university course offered across two semesters to examine temporal patterns of participation in various contexts. Data visualization and linear mixed-effects modeling revealed a dominant trend of deadline-oriented posting behaviors. Cluster analysis results further indicated timely engagement, consistent responsiveness, and ongoing participation are key to academic success. Our findings suggest that discussion design often overlooks temporal aspects, which may contribute to suboptimal engagement. To address this, we propose a temporal structuring approach that combines explicit instructor-imposed schedules with implicit socially constructed temporal structure, supplemented by soft nudges to promote autonomy and sustain discussion engagement. The study concludes with theoretical and practical implications for optimizing online discussion design.

异步在线讨论（AOD）作为一种社会学习工具提供了教学优势，但其成功在很大程度上取决于学生的积极参与和持续参与。最近的研究强调了利用时间数据来理解讨论动态和告知教学策略的潜力。然而，上下文因素在时间数据分析中的作用尚未得到系统的研究。为了解决这一差距，本研究考察了时间模式和上下文因素之间的相互作用，包括讨论形式、小组配置和课程。我们分析了一门大学课程中22个在线讨论的时间戳记录数据，以研究不同背景下参与的时间模式。数据可视化和线性混合效果建模显示，以截止日期为导向的发帖行为占主导地位。聚类分析结果进一步表明，及时的参与、一致的响应和持续的参与是学业成功的关键。我们的研究结果表明，讨论设计往往忽略了时间方面，这可能会导致次优参与度。为了解决这个问题，我们提出了一种时间结构方法，将明确的教师强加的时间表与内隐的社会构建的时间结构相结合，辅以软推动来促进自主性和维持讨论参与。研究结果对优化在线讨论设计具有理论和实践意义。

{"title":"Temporal structuring in asynchronous discussions: Designing for collaborative learning in online university courses","authors":"Arita L. Liu , Philip H. Winne , John C. Nesbit","doi":"10.1016/j.iheduc.2025.101032","DOIUrl":"10.1016/j.iheduc.2025.101032","url":null,"abstract":"<div><div>Asynchronous online discussions (AOD) offer pedagogical advantages as a social learning tool, but their success largely depends on students' motivated participation and sustained engagement. Recent research highlights the potential of leveraging temporal data to understand discussion dynamics and inform instructional strategies. However, the role of contextual factors in analyzing temporal data has not been systematically investigated. To address this gap, this study examines the interplay between temporal patterns and contextual factors including discussion format, group configuration, and course sessions. We analyzed logged timestamp data from 22 online discussions in a university course offered across two semesters to examine temporal patterns of participation in various contexts. Data visualization and linear mixed-effects modeling revealed a dominant trend of deadline-oriented posting behaviors. Cluster analysis results further indicated timely engagement, consistent responsiveness, and ongoing participation are key to academic success. Our findings suggest that discussion design often overlooks temporal aspects, which may contribute to suboptimal engagement. To address this, we propose a temporal structuring approach that combines explicit instructor-imposed schedules with implicit socially constructed temporal structure, supplemented by soft nudges to promote autonomy and sustain discussion engagement. The study concludes with theoretical and practical implications for optimizing online discussion design.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101032"},"PeriodicalIF":6.4,"publicationDate":"2025-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating the impact of online course development and teaching certificate academy on university faculty teaching practices through student learning experiences and faculty perceptions 通过学生的学习经验和教师的看法来评估在线课程开发和教学证书学院对大学教师教学实践的影响

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education

Pub Date : 2025-06-02 DOI: 10.1016/j.iheduc.2025.101020

Nedim Slijepcevic, Wanju Huang

This study evaluates the effectiveness of a faculty professional development (PD) course titled – Online Course Development and Teaching Certificate Academy (OTA), which focuses on the technology, pedagogy, and instructional design concepts essential for transitioning to online classrooms. OTA follows the Community of Inquiry principles by integrating social, teaching, and cognitive presences throughout its design and delivery. We evaluated the impact of OTA on faculty online teaching readiness in two phases. Phase 1 used qualitative analysis of the OTA faculty reflections. Phase 2 employed quantitative analysis of student course evaluations from 23 course graduates who taught the same online class before and after completing OTA. Phase 1 findings suggest that faculty reacted positively to PD, gained student perspective and instructional design skills, and experienced immediate personal, online, and face-to-face course transformation. Phase 2 findings reveal statistically significant improvements in course design and no statistically significant improvements in instruction and instructor engagement.

本研究评估了一门名为在线课程开发和教学证书学院（OTA）的教师专业发展（PD）课程的有效性，该课程侧重于向在线课堂过渡所必需的技术、教学法和教学设计概念。在线旅行社遵循探究社区原则，在整个设计和交付过程中整合社会、教学和认知存在。我们分两个阶段评估了在线旅行社对教师在线教学准备的影响。第一阶段对OTA教师反思进行了定性分析。第二阶段对完成OTA前后讲授同一在线课程的23名课程毕业生的学生课程评价进行了定量分析。第一阶段的研究结果表明，教师对PD做出了积极的反应，获得了学生的视角和教学设计技能，并经历了即时的个人、在线和面对面课程转变。第二阶段的调查结果显示，在课程设计方面有统计学上的显著改善，而在教学和教师参与方面没有统计学上的显著改善。

{"title":"Evaluating the impact of online course development and teaching certificate academy on university faculty teaching practices through student learning experiences and faculty perceptions","authors":"Nedim Slijepcevic, Wanju Huang","doi":"10.1016/j.iheduc.2025.101020","DOIUrl":"10.1016/j.iheduc.2025.101020","url":null,"abstract":"<div><div>This study evaluates the effectiveness of a faculty professional development (PD) course titled – Online Course Development and Teaching Certificate Academy (OTA), which focuses on the technology, pedagogy, and instructional design concepts essential for transitioning to online classrooms. OTA follows the Community of Inquiry principles by integrating social, teaching, and cognitive presences throughout its design and delivery. We evaluated the impact of OTA on faculty online teaching readiness in two phases. Phase 1 used qualitative analysis of the OTA faculty reflections. Phase 2 employed quantitative analysis of student course evaluations from 23 course graduates who taught the same online class before and after completing OTA. Phase 1 findings suggest that faculty reacted positively to PD, gained student perspective and instructional design skills, and experienced immediate personal, online, and face-to-face course transformation. Phase 2 findings reveal statistically significant improvements in course design and no statistically significant improvements in instruction and instructor engagement.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101020"},"PeriodicalIF":6.4,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144221892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

AI in higher education: A bibliometric analysis, synthesis, and a critique of research 高等教育中的人工智能：文献计量学分析、综合和研究批判

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education

Pub Date : 2025-06-01 DOI: 10.1016/j.iheduc.2025.101021

Ahmed Lachheb , Javier Leung , Victoria Abramenka-Lachheb , Rajagopal Sankaranarayanan

To better characterize and understand AI in higher education and its role in relation to educational disparities and inclusivity, this paper presents a comprehensive bibliometric assessment of research on AI in higher education. Using quantitative topic modeling and qualitative analysis methods, this study describes: (1) the research landscape of AI in higher education and (2) the common topics of AI in higher education research, including topics related to inclusive education. Based on these descriptions, this study offers a synthesis and critique of research on AI in higher education on the following issues: (a) the use of AI to address educational disparities and foster inclusivity, (b) the ethics of AI-powered large language learning models and translation tools, and (c) AI literacy. The findings of this study call on higher education scholars/researchers to reaffirm higher education research and educational mission, and the standards of rigorous research to lead the knowledge on AI.

为了更好地描述和理解高等教育中的人工智能及其在教育差异和包容性方面的作用，本文对高等教育中的人工智能研究进行了全面的文献计量评估。本研究采用定量主题建模和定性分析方法，描述：(1)人工智能在高等教育中的研究格局；(2)人工智能在高等教育研究中的常见主题，包括与全纳教育相关的主题。基于这些描述，本研究就以下问题对高等教育中的人工智能研究进行了综合和批判：(a)使用人工智能来解决教育差异和促进包容性，(b)人工智能驱动的大型语言学习模型和翻译工具的伦理，以及(c)人工智能素养。本研究结果呼吁高等教育学者/研究人员重申高等教育的研究和教育使命，以及严谨的研究标准，以引领人工智能的知识。

引用次数: 0