| 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. |
- Dziuban, Charles, et al.
(författare)
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Blended learning : the new normal and emerging technologies
- 2018
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Ingår i: International Journal of Educational Technology in Higher Education. - : Springer. - 2365-9440. ; 15:1
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Tidskriftsartikel (refereegranskat)abstract
- This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher education in a world where information communication technologies (ICTs) increasingly communicate with each other. In considering effectiveness, the authors contend that BL coalesces around access, success, and students' perception of their learning environments. Success and withdrawal rates for face-to-face and online courses are compared to those for BL as they interact with minority status. Investigation of student perception about course excellence revealed the existence of robust if-then decision rules for determining how students evaluate their educational experiences. Those rules were independent of course modality, perceived content relevance, and expected grade. The authors conclude that although blended learning preceded modern instructional technologies, its evolution will be inextricably bound to contemporary information communication technologies that are approximating some aspects of human thought processes.
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| 3. |
- Koc-Januchta, Marta, Ph.D. 1977-, et al.
(författare)
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"Connecting concepts helps put main ideas together": cognitive load and usability in learning biology with an AI-enriched textbook
- 2022
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Ingår i: International Journal of Educational Technology in Higher Education. - : Springer. - 2365-9440. ; 19:1
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Tidskriftsartikel (refereegranskat)abstract
- Rapid developments in educational technology in higher education are intended to make learning more engaging and effective. At the same time, cognitive load theory stresses limitations of human cognitive architecture and urges educational developers to design learning tools that optimise learners’ mental capacities. In a 2-month study we investigated university students’ learning with an AI-enriched digital biology textbook that integrates a 5000-concept knowledge base and algorithms offering the possibility to ask questions and receive answers. The study aimed to shed more light on differences between three sub-types (intrinsic, germane and extraneous) of cognitive load and their relationship with learning gain, self-regulated learning and usability perception while students interacted with the AI-enriched book during an introductory biology course. We found that students displayed a beneficial learning pattern with germane cognitive load significantly higher than both intrinsic and extraneous loads showing that they were engaged in meaningful learning throughout the study. A significant correlation between germane load and accessing linked suggested questions available in the AI-book indicates that the book may support deep learning. Additionally, results showed that perceived non-optimal design, which deflects cognitive resources away from meaningful processing accompanied lower learning gains. Nevertheless, students reported substantially more favourable than unfavourable opinions of the AI-book. The findings provide new approaches for investigating cognitive load types in relation to learning with emerging digital tools in higher education. The findings also highlight the importance of optimally aligning educational technologies and human cognitive architecture.
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| 4. |
- Lundin, Mona, 1976, et al.
(författare)
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Higher education dominance and siloed knowledge: a systematic review of flipped classroom research
- 2018
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Ingår i: International Journal of Educational Technology in Higher Education. - : Springer Science and Business Media LLC. - 2365-9440. ; 15
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Forskningsöversikt (refereegranskat)abstract
- This structured review examined (academic) publications on flipped or inverted classrooms based on all Scopus database (n = 530) references available until mid-June 2016. The flipped or inverted classroom approach has gained widespread attention during the latest decade and is based on the idea of improving student learning by prepared self-studies via technology-based resources (‘flips’) followed by high-quality, in-class teaching and learning activities. However, only a few attempts have been made to review the knowledge of the field of interest more systematically. This article seeks to address this problem and investigates what constitutes the research on flipped classrooms and, in particular, to examine the knowledge contributions with the field so far in relation to the wider research topic of educational technology. This review found that the current state of flipped classrooms as a field of interest is growing fast, with a slight conference preference and a focus on higher education and STEM (science, technology, engineering and math) area contributions, with the US as the predominant geographical context. It is concluded that studies on flipped classrooms are dominated by studies in higher education sector and are relatively local in character. The research tends not to interact beyond the two clusters of general education/educational technology and subject-specific areas. This implies that knowledge contributions related to the flipped classroom approach are relatively siloed and fragmented and have yet to stabilise. Academically and socially, the research is quite scattered, and only local evidence and experiences are available. The knowledge contributions within this field of interest seem to be anecdotal rather than systematically researched. To a large extent, the research lacks anchoring in, for example, learning theory or instructional design known from educational technology traditions and which would have helped much of the flipped classroom research to examine aspects of the flipped classroom approach more fully.
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| 5. |
- Nouri, Jalal
(författare)
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The flipped classroom : for active, effective and increased learning - especially for low achievers
- 2016
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Ingår i: International journal of educational technology in higher education. - : Springer Science and Business Media LLC. - 2365-9440. ; 13
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Tidskriftsartikel (refereegranskat)abstract
- Higher education has been pressured to shift towards more flexible, effective, active, and student-centered teaching strategies that mitigate the limitations of traditional transmittal models of education. Lately, the flipped classroom model has been suggested to support this transition. However, research on the use of flipped classroom in higher education is in its infancy and little is known about student's perceptions of learning through flipped classroom. This study examined students' perceptions of flipped classroom education in a last year university course in research methods. A questionnaire was administered measuring students' (n = 240) perceptions of flipped classroom in general, video as a learning tool, and Moodle (Learning Management System) as a supporting tool within the frame of a flipped classroom model. The results revealed that a large majority of the students had a positive attitude towards flipped classroom, the use of video and Moodle, and that a positive attitude towards flipped classroom was strongly correlated to perceptions of increased motivation, engagement, increased learning, and effective learning. Low achievers significantly reported more positively as compared to high achievers with regards to attitudes towards the use of video as a learning tool, perceived increased learning, and perceived more effective learning.
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| 6. |
- Turner, Kristina, et al.
(författare)
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Lessons learnt during COVID-19: making sense of Australian and Swedish university lecturers’ experience
- 2023
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Ingår i: International Journal of Educational Technology in Higher Education. - 2365-9440. ; 20:1, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on a study analysing changes in the use of digital technologies and working from home during the COVID-19 crisis and the impact of these changes on the wellbeing of five female university lecturers from Australia and Sweden. Applying collaborative autoethnographical methods, this study employed Weick’s sensemaking framework to explore how the academics made sense of these sudden changes. The Positive emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) wellbeing framework was also employed to explore the effect of these changes on the academics’ wellbeing. Findings from the reflective narratives show that after the initial experiences of stress, each university lecturer was able to adapt and navigate the online teaching environment during the pandemic. However, the time constraints in preparing and adapting to online teaching, and working from home, were experienced by some of the university lecturers as highly stressful and isolating which impacted their sense of wellbeing. Even so, working from home was recognized as a positive experience, providing time for research, hobbies, and time with family. This study addresses a gap in current knowledge by examining the impact of the sudden transition to online teaching and learning had on academic wellbeing as conceptualised through the PERMA framework. In addition, by applying Weick’s sensemaking framework, this study provides a unique perspective around how academics made sense of the sudden switch to online teaching and learning during COVID-19.
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