Issue 1/2023
Content (63 Articles)
Impact of combining human and analytics feedback on students’ engagement with, and performance in, reflective writing tasks
Wannapon Suraworachet, Qi Zhou, Mutlu Cukurova
Perceptions and factors affecting the adoption of digital games for engineering education: a mixed-method research
Chioma Udeozor, Fernando Russo-Abegão, Jarka Glassey
An early warning system to identify and intervene online dropout learners
David Bañeres, M. Elena Rodríguez-González, Ana-Elena Guerrero-Roldán, Pau Cortadas
Integration of artificial intelligence performance prediction and learning analytics to improve student learning in online engineering course
Fan Ouyang, Mian Wu, Luyi Zheng, Liyin Zhang, Pengcheng Jiao
The effectiveness of Collaborative Online International Learning (COIL) on intercultural competence development in higher education
Simone Hackett, Jeroen Janssen, Pamela Beach, Melanie Perreault, Jos Beelen, Jan van Tartwijk
Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science
Xinhong Zhang, Boyan Zhang, Fan Zhang
The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology
Christian Moro, Kathy A. Mills, Charlotte Phelps, James Birt
Multimodal learning analytics of collaborative patterns during pair programming in higher education
Weiqi Xu, Yajuan Wu, Fan Ouyang
The digital competence of academics in higher education: is the glass half empty or half full?
Andreia Inamorato dos Santos, Ernesto Chinkes, Marco A. G. Carvalho, Claudia M. V. Solórzano, Lilian S. Marroni
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?
Claude Müller, Thoralf Mildenberger, Daniel Steingruber
Reframing data ethics in research methods education: a pathway to critical data literacy
Javiera Atenas, Leo Havemann, Cristian Timmermann
Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education
Ole Engel, Lena M. Zimmer, Markus Lörz, Elisabeth Mayweg-Paus
A systematic review of the opportunities and challenges of micro-credentials for multiple stakeholders: learners, employers, higher education institutions and government
Soovendran Varadarajan, Joyce Hwee Ling Koh, Ben Kei Daniel
Exploring the relationships between interaction measures and learning outcomes through social network analysis: the mediating role of social presence
Jieun Lim
Can prompts improve self-explaining an online video lecture? Yes, but do not disturb!
Markus H. Hefter, Veit Kubik, Kirsten Berthold
Interactive effects of scaffolding digital game-based learning and cognitive style on adult learners’ emotion, cognitive load and learning performance
Chi-Cheng Chang, Szu-Ting Yang
Automatic feedback and assessment of team-coding assignments in a DevOps context
Borja Fernandez-Gauna, Naiara Rojo, Manuel Graña
Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students
Qi-Fan Yang, Li-Wen Lian, Jia-Hua Zhao
Attending lectures in person, hybrid or online—how do students choose, and what about the outcome?
Gerd Kortemeyer, Nora Dittmann-Domenichini, Claudia Schlienger, Ekkehard Spilling, Alina Yaroshchuk, Günther Dissertori
Learning and teaching sustainable business in the digital era: a connectivism theory approach
Olga Dziubaniuk, Maria Ivanova-Gongne, Monica Nyholm
Exploring educational impacts among pre, during and post COVID-19 lockdowns from students with different personality traits
Yong Zheng, Shuaiqi Zheng
Artificial intelligence in higher education: the state of the field
Helen Crompton, Diane Burke
Extracting topological features to identify at-risk students using machine learning and graph convolutional network models
Balqis Albreiki, Tetiana Habuza, Nazar Zaki
Correction: A systematic review of the opportunities and challenges of micro-credentials for multiple stakeholders: learners, employers, higher education institutions and government
Soovendran Varadarajan, Joyce Hwee Ling Koh, Ben Kei Daniel
Lessons learnt during COVID-19: making sense of Australian and Swedish university lecturers’ experience
Kristina Turner, Siobhan O’Brien, Helena Wallström, Katarina Samuelsson, Sirkka-Liisa Marjatta Uusimäki
Investigating effects of teachers in flipped classroom: a randomized controlled trial study of classroom level heterogeneity
Julie Buhl-Wiggers, Lisbeth la Cour, Mette Suder Franck, Annemette Kjærgaard
A network approach to understanding distance learners’ experience of stress and mental distress whilst studying
Rajvinder Samra, Alex Bacadini França, Mathijs F. G. Lucassen, Philippa Waterhouse
A checklist to guide the planning, designing, implementation, and evaluation of learning analytics dashboards
Rogers Kaliisa, Ioana Jivet, Paul Prinsloo
Digital literacies, social media, and undergraduate learning: what do students think they need to know?
Erika E. Smith, Hannah Storrs
Online professional development across institutions and borders
Bart Rienties, Blazenka Divjak, Michael Eichhorn, Francisco Iniesto, Gillian Saunders-Smits, Barbi Svetec, Alexander Tillmann, Mirza Zizak
Examining voice and choice in online learning
Robin Henrikson, Nalline Baliram
Dropout prediction and decision feedback supported by multi temporal sequences of learning behavior in MOOCs
Xiaona Xia, Wanxue Qi
Barriers and beliefs: a comparative case study of how university educators understand the datafication of higher education systems
Bonnie Stewart, Erica Miklas, Samantha Szcyrek, Thu Le
Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers
Yupeng Lin, Zhonggen Yu
Learning with ChatGPT 3.5 as a more knowledgeable other: an autoethnographic study
Ana Stojanov
Game-based assessment framework for virtual reality, augmented reality and digital game-based learning
Chioma Udeozor, Philippe Chan, Fernando Russo Abegão, Jarka Glassey
Supporting students’ self-regulated learning in online learning using artificial intelligence applications
Sung-Hee Jin, Kowoon Im, Mina Yoo, Ido Roll, Kyoungwon Seo
A comprehensive AI policy education framework for university teaching and learning
Cecilia Ka Yuk Chan
Going online? Does transferring to online university increase the likelihood of graduation among students from lower social background?
Albert Sánchez-Gelabert, Marina Elias
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy
Simon Buckingham Shum, Lisa-Angelique Lim, David Boud, Margaret Bearman, Phillip Dawson
Insights from a randomized controlled trial of flipped classroom on academic achievement: the challenge of student resistance
Julie Buhl-Wiggers, Lisbeth la Cour, Annemette Leonhardt Kjærgaard
Platform-independent and curriculum-oriented intelligent assistant for higher education
Ramteja Sajja, Yusuf Sermet, David Cwiertny, Ibrahim Demir
Students’ voices on generative AI: perceptions, benefits, and challenges in higher education
Cecilia Ka Yuk Chan, Wenjie Hu
A snapshot in time: the next new normal and micro-credentials
Mairéad Nic Giolla Mhichíl, Beverley Oliver, Conchúr Mac Lochlainn, Mark Brown
An integrated approach for knowledge extraction and analysis in collaborative knowledge construction
Ning Zhang, Fan Ouyang
Promoting knowledge elaboration, socially shared regulation, and group performance in collaborative learning: an automated assessment and feedback approach based on knowledge graphs
Lanqin Zheng, Miaolang Long, Bodong Chen, Yunchao Fan
A familiar peer improves students’ behavior patterns, attention, and performance when learning from video lectures
Zhongling Pi, Yi Zhang, Qiuchen Yu, Jiumin Yang
Exploring student perceptions and use of face-to-face classes, technology-enhanced active learning, and online resources
Joanne M. Lewohl
Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis
Chengming Zhang, Jessica Schießl, Lea Plößl, Florian Hofmann, Michaela Gläser-Zikuda
Social anxiety in digital learning environments: an international perspective and call to action
Dirk Ifenthaler, Martin Cooper, Linda Daniela, Muhittin Sahin
University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs
Faming Wang, Ronnel B. King, Ching Sing Chai, Ying Zhou
Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies
Taibe Kulaksız
Leveraging computer vision for adaptive learning in STEM education: effect of engagement and self-efficacy
Ting-Ting Wu, Hsin-Yu Lee, Wei-Sheng Wang, Chia-Ju Lin, Yueh-Min Huang
Are open educational resources (OER) and practices (OEP) effective in improving learning achievement? A meta-analysis and research synthesis
Ahmed Tlili, Juan Garzón, Soheil Salha, Ronghuai Huang, Lin Xu, Daniel Burgos, Mouna Denden, Orna Farrell, Robert Farrow, Aras Bozkurt, Tel Amiel, Rory McGreal, Aída López-Serrano, David Wiley
Examining students’ course trajectories using data mining and visualization approaches
Rabia Maqsood, Paolo Ceravolo, Muhammad Ahmad, Muhammad Shahzad Sarfraz
Role of AI chatbots in education: systematic literature review
Lasha Labadze, Maya Grigolia, Lela Machaidze
AI-generated feedback on writing: insights into efficacy and ENL student preference
Juan Escalante, Austin Pack, Alex Barrett
Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?
J. Broadbent, R. Ajjawi, M. Bearman, D. Boud, P. Dawson
Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process
Alex Barrett, Austin Pack
Exploring language needs of college transfer students with learning analytics: towards a more equitable experience
Dennis Foung, Julia Chen, Kin Cheung
Flipped classroom in higher education: a systematic literature review and research challenges
Maria Ijaz Baig, Elaheh Yadegaridehkordi
Integrating chatbots in education: insights from the Chatbot-Human Interaction Satisfaction Model (CHISM)
Jose Belda-Medina, Vendula Kokošková
Students’ perceptions of using ChatGPT in a physics class as a virtual tutor
Lu Ding, Tong Li, Shiyan Jiang, Albert Gapud