ChatGPT is shaking up the higher education world by generating informative content that mimics human writing. However, its integration into university settings raises concerns about academic integrity and potential information security risks. The aim of this study is to systematically review the impact of using ChatGPT in university settings and its implications for higher education. This study employed a systematic review method to assess the evidence in the literature. Thirty-nine articles were analyzed according to PRISMA principles. The findings suggest that ChatGPT has the potential to personalize learning and improve writing performance. However, there are still potential issues, such as undermining academic integrity and breaching personal information. Therefore, urgent action is needed to address these issues and optimize the use of ChatGPT in higher education. Future research could further discuss how to fully utilize ChatGPT in academia while carefully considering ethical issues.
{"title":"A Systematic Review of the Impact of ChatGPT on Higher Education","authors":"Siyi You","doi":"10.4018/ijtee.343528","DOIUrl":"https://doi.org/10.4018/ijtee.343528","url":null,"abstract":"ChatGPT is shaking up the higher education world by generating informative content that mimics human writing. However, its integration into university settings raises concerns about academic integrity and potential information security risks. The aim of this study is to systematically review the impact of using ChatGPT in university settings and its implications for higher education. This study employed a systematic review method to assess the evidence in the literature. Thirty-nine articles were analyzed according to PRISMA principles. The findings suggest that ChatGPT has the potential to personalize learning and improve writing performance. However, there are still potential issues, such as undermining academic integrity and breaching personal information. Therefore, urgent action is needed to address these issues and optimize the use of ChatGPT in higher education. Future research could further discuss how to fully utilize ChatGPT in academia while carefully considering ethical issues.","PeriodicalId":488794,"journal":{"name":"International Journal of Technology-Enhanced Education","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141129323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This qualitative case study investigated the experiences of 15 purposely selected mathematics teachers' technology integration in Namibia's selected rural primary schools. The study used the TPACK framework while data were collected through semi-structured interviews and lesson observation. The study results indicate that mathematics teachers use various ICT available in primary schools in Namibia. While some ICTs are widely used, others are only utilized occasionally. ICT was deemed beneficial, albeit impeded by several challenges in its incorporation into the mathematics classroom. These challenges pertained to a lack of technology training, a lack of technology integration guidelines, and a change of teacher role in teaching. The study underscores the significance of subject-specific technology training to enable mathematics teachers to adopt transformative uses of technology more frequently. The study recommends further research to examine how rural mathematics teachers effectively use technology to engage and actively meet students' learning needs.
{"title":"Investigating the Experiences of Mathematics Teacher Technology Integration in the Selected Rural Primary Schools in Namibia","authors":"Clement Simuja, Hilya Shikesho","doi":"10.4018/ijtee.340028","DOIUrl":"https://doi.org/10.4018/ijtee.340028","url":null,"abstract":"This qualitative case study investigated the experiences of 15 purposely selected mathematics teachers' technology integration in Namibia's selected rural primary schools. The study used the TPACK framework while data were collected through semi-structured interviews and lesson observation. The study results indicate that mathematics teachers use various ICT available in primary schools in Namibia. While some ICTs are widely used, others are only utilized occasionally. ICT was deemed beneficial, albeit impeded by several challenges in its incorporation into the mathematics classroom. These challenges pertained to a lack of technology training, a lack of technology integration guidelines, and a change of teacher role in teaching. The study underscores the significance of subject-specific technology training to enable mathematics teachers to adopt transformative uses of technology more frequently. The study recommends further research to examine how rural mathematics teachers effectively use technology to engage and actively meet students' learning needs.","PeriodicalId":488794,"journal":{"name":"International Journal of Technology-Enhanced Education","volume":"32 S21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140250991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Is andragogy the elixir for organizational instability? Organizational survival in the post-pandemic world means navigating through the great resignation and ensuing labor market shortage to find the most efficient manners in which to conduct business. Perhaps in a nod to the evolution of the virus, only those organizations that have evolved will survive the onslaught of stressors. Many organizational leaders are looking to their existing workforces for solutions. Organizations with a strategic approach towards training and development appreciate the return on investment such programs may provide if the training is effective in expanding the employee skillsets. The leadership of this mindset is guardedly optimistic. To ensure training and development program success, leadership must understand adult learners acquire information differently than children. This article examines differences in knowledge acquisition between children and adults. It delves into the constructs associated with andragogy including theories associated with self-directed learning and enhanced self-concepts.
{"title":"Pairing Leadership and Andragogical Framework for Maximized Knowledge and Skill Acquisition","authors":"Viktor Wang, Kimberley Gordon","doi":"10.4018/ijtee.330981","DOIUrl":"https://doi.org/10.4018/ijtee.330981","url":null,"abstract":"Is andragogy the elixir for organizational instability? Organizational survival in the post-pandemic world means navigating through the great resignation and ensuing labor market shortage to find the most efficient manners in which to conduct business. Perhaps in a nod to the evolution of the virus, only those organizations that have evolved will survive the onslaught of stressors. Many organizational leaders are looking to their existing workforces for solutions. Organizations with a strategic approach towards training and development appreciate the return on investment such programs may provide if the training is effective in expanding the employee skillsets. The leadership of this mindset is guardedly optimistic. To ensure training and development program success, leadership must understand adult learners acquire information differently than children. This article examines differences in knowledge acquisition between children and adults. It delves into the constructs associated with andragogy including theories associated with self-directed learning and enhanced self-concepts.","PeriodicalId":488794,"journal":{"name":"International Journal of Technology-Enhanced Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134886274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The integration of online education is crucial in modern education, with the DingTalk platform being a popular choice among teachers. However, limited empirical research has explored students' perceptions of DingTalk. Therefore, this study employs qualitative and quantitative approaches to investigate students' perceptions of the DingTalk system characteristics. The quantitative analysis involves 250 participants and utilizes regression analysis to assess the relationship between the features of the DingTalk system and students' perceived ease of use, perceived usefulness, and continuance intention to use, indicating that it significantly influences students' perceived ease of use, perceived usefulness, and continuance intention to use. The qualitative analysis involves semi-structured interviews with a randomly selected sample of six individuals. These interviews provide in-depth insights into students' perceptions of the DingTalk system features. The findings of this study have significant implications for educators, policymakers, and other interested stakeholders.
{"title":"Investigating Students' Perceptions of DingTalk System Features Based on the Technology Acceptance Model","authors":"Danhua Peng","doi":"10.4018/ijtee.325001","DOIUrl":"https://doi.org/10.4018/ijtee.325001","url":null,"abstract":"The integration of online education is crucial in modern education, with the DingTalk platform being a popular choice among teachers. However, limited empirical research has explored students' perceptions of DingTalk. Therefore, this study employs qualitative and quantitative approaches to investigate students' perceptions of the DingTalk system characteristics. The quantitative analysis involves 250 participants and utilizes regression analysis to assess the relationship between the features of the DingTalk system and students' perceived ease of use, perceived usefulness, and continuance intention to use, indicating that it significantly influences students' perceived ease of use, perceived usefulness, and continuance intention to use. The qualitative analysis involves semi-structured interviews with a randomly selected sample of six individuals. These interviews provide in-depth insights into students' perceptions of the DingTalk system features. The findings of this study have significant implications for educators, policymakers, and other interested stakeholders.","PeriodicalId":488794,"journal":{"name":"International Journal of Technology-Enhanced Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136356053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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