| 1. |
- Bond, Melissa, et al.
(författare)
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A Meta Systematic Review of Artificial Intelligence in Higher Education : A call for increased ethics, collaboration, and rigour
- 2024
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Ingår i: International Journal of Educational Technology in Higher Education. - Heidelberg : SpringerOpen. - 2365-9440. ; 21:1, s. 1-41
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Forskningsöversikt (refereegranskat)abstract
- Although the field of Artificial Intelligence in Education (AIEd) has a substantial history as a research domain, never before has the rapid evolution of AI applications in education sparked such prominent public discourse. Given the growing AIEd literature base in higher education, it is important to ensure that the field has a solid research and conceptual grounding as AI adoption increases. This review of reviews is the first comprehensive meta review to explore the scope and nature of AIEd in higher education (AIHEd) research, by synthesising secondary research (e.g., systematic reviews), indexed in the Web of Science, Scopus, ERIC, EBSCOHost, IEEE Xplore, ScienceDirect and ACM Digital Library, or captured through snowballing in OpenAlex, ResearchGate and Google Scholar. Reviews were included if they synthesised applications of AI solely in formal higher or continuing education, were published in English between 2018 and July 2023, were journal articles or full conference papers, and if they had a method section. 66 publications were included for data extraction and synthesis in EPPI Reviewer, which were predominantly systematic reviews (66.7%), published by authors from North America (27.3%), conducted in teams (89.4%) in mostly domestic-only collaborations (71.2%). Findings show that these reviews mostly focused on AIHEd generally (47.0%) or Profiling and Prediction (28.8%) as thematic foci, however key findings indicated a predominance of the use of Adaptive Systems and Personalisation in higher education. Research gaps identified suggest a need for greater ethical, methodological, and contextual considerations within future research, alongside interdisciplinary approaches to AIHEd application. Suggestions are provided to guide future primary and secondary research. © 2024, The Author(s).
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| 2. |
- Bonderup Dohn, Nina, et al.
(författare)
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Conclusion : Emerging themes in sustainable networked learning
- 2023
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Ingår i: Sustainable networked learning. - Cham, Switwerland : Springer Nature. - 9783031427176 - 9783031427183 ; , s. 265-279
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Bokkapitel (refereegranskat)abstract
- In this concluding chapter, we point to themes that emerge from the chapters in this book on sustainable networked learning. The themes cut across different sections of the book, indicating their broader significance. These themes are the lasting effects of lockdown online teaching; Digital sustainability for the future; Future roles of networked learning in society; Balancing utopia and dystopia in visions of AI and open data; Speculative methods in research, education and design; and Balancing qualitative and quantitative data in the research of networked educational settings: Studies at the community and project levels.
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| 3. |
- Jaldemark, Jimmy, Docent, 1970-, et al.
(författare)
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Introduction
- 2023
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Ingår i: Sustainable networked learning. - Cham, Switwerland : Springer Nature. - 9783031427176 - 9783031427183 ; , s. 1-15
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Bokkapitel (refereegranskat)abstract
- The present book has emerged from the 13th International Conference on Networked Learning (NLC, 2022), held 16–18 May 2022 at Mid-Sweden University, Sundsvall, Sweden. The conference had a high number of interesting, high-quality research papers, which made it a difficult task to select papers to be further developed into chapters for this book. To aid our editorial decisions, in the final plenary session of the conference, we encouraged the delegates to discuss what themes and ideas they had found most interesting and/or thought-provoking during the many presentations. Comments were collated on an online board (a padlet), creating a rich plethora of potential focal points for this volume. With this as the outset, we found a set of overarching themes that each encompassed a sufficient number of papers corresponding to delegates’ articulated interests. From there, the process leading to the present collection included several rounds of reviews and revisions through which authors of the chosen papers further developed their contributions.
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| 4. |
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| 5. |
- Networked Learning Editorial Collective (NLEC), -, et al.
(författare)
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Networked Learning : Inviting Redefinition
- 2021
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-4868 .- 2524-485X. ; 3:2, s. 312-325
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Tidskriftsartikel (refereegranskat)
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| 6. |
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Sustainable Networked Learning : Individual, Sociological and Design Perspectives
- 2023
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- The present book has emerged from the 13th International Conference on Networked Learning (NLC, 2022), held 16–18 May, 2022 at Mid-Sweden University, Sundsvall, Sweden. The conference had a high number of interesting, high-quality research papers, which made it a difficult task to select papers to be further developed into chapters for this book. To aid our editorial decisions, in the final plenary session of the conference, we encouraged the delegates to discuss what themes and ideas they had found most interesting and/or thought-provoking during the many presentations. Comments were collated on an online board (a padlet), creating a rich plethora of potential focal points for this volume. With this as the outset, we found a set of overarching themes that each encompassed a sufficient number of papers corresponding to delegates’ articulated interests. From there, the process leading to the present collection included several rounds of reviews and revisions through which authors of the chosen papers further developed their contributions.
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