Issue 1/2024
Content (29 Articles)
Examining situational interest and its relationship with self-efficacy in asynchronous and synchronous video lectures
Christopher Lange
Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes
Claire V. Harper, Lucy M. McCormick, Linda Marron
Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement
Seyum Getenet, Robert Cantle, Petrea Redmond, Peter Albion
A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour
Melissa Bond, Hassan Khosravi, Maarten De Laat, Nina Bergdahl, Violeta Negrea, Emily Oxley, Phuong Pham, Sin Wang Chong, George Siemens
What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs
Xiaomei Wei, Nadira Saab, Wilfried Admiraal
Investigating relationships between community of inquiry perceptions and attitudes towards reading circles in Chinese blended EFL learning
Yilian Teng, Zhuhui Yin, Xia Wang, Hanyu Yang
From the main track to the winding path: considering the diversity of trajectories at university
Helena Troiano, John Brennan, Jean-François Giret
Students’ complex trajectories: exploring degree change and time to degree
João Pedro Pêgo, Vera Lucia Miguéis, Alfredo Soeiro
Development guidelines for individual digital study assistants in higher education
Claudia M. König, Christin Karrenbauer, Michael H. Breitner
Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students
Muhammad Abbas, Farooq Ahmed Jam, Tariq Iqbal Khan
Brain-based CALL in flipped higher education GE courses held through LMS: Boosting vocabulary learning and reading comprehension
Nasrin Abdolmaleki, Zari Saeedi
Generative AI and re-weaving a pedagogical horizon of social possibility
Richard Hall
Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior
Faten Hamad, Ahmed Shehata, Noura Al Hosni
Would ChatGPT-facilitated programming mode impact college students’ programming behaviors, performances, and perceptions? An empirical study
Dan Sun, Azzeddine Boudouaia, Chengcong Zhu, Yan Li
Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education
Yoshija Walter
Empowering ChatGPT with guidance mechanism in blended learning: effect of self-regulated learning, higher-order thinking skills, and knowledge construction
Hsin-Yu Lee, Pei-Hua Chen, Wei-Sheng Wang, Yueh-Min Huang, Ting-Ting Wu
Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching
Maria Hvid Stenalt, Helle Mathiasen
First-year students AI-competence as a predictor for intended and de facto use of AI-tools for supporting learning processes in higher education
Jan Delcker, Joana Heil, Dirk Ifenthaler, Sabine Seufert, Lukas Spirgi
Dropout in online higher education: a systematic literature review
Amir Mohammad Rahmani, Wim Groot, Hamed Rahmani
Exploring intention of undergraduate students to embrace chatbots: from the vantage point of Lesotho
Musa Adekunle Ayanwale, Rethabile Rosemary Molefi
Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives
Abdullahi Yusuf, Nasrin Pervin, Marcos Román-González
A personal social knowledge network (PSKN) facilitates learners’ wayfinding and its differences in behavior patterns between high and low performers in connectivist learning
Jinju Duan, Kui Xie, Qiuhua Zhao
Feedback sources in essay writing: peer-generated or AI-generated feedback?
Seyyed Kazem Banihashem, Nafiseh Taghizadeh Kerman, Omid Noroozi, Jewoong Moon, Hendrik Drachsler
Who speaks for the university? Social fiction as a lens for reimagining higher education futures
Punya Mishra, Nicole Oster, Phoebe Wagner
Constructive alignment in a graduate-level project management course: an innovative framework using large language models
Estacio Pereira, Sumaya Nsair, Leticia Radin Pereira, Kimberley Grant
What does it mean to be good at peer reviewing? A multidimensional scaling and cluster analysis study of behavioral indicators of peer feedback literacy
Yi Zhang, Christian D. Schunn, Yong Wu
Correction: Role of AI chatbots in education: systematic literature review
Lasha Labadze, Maya Grigolia, Lela Machaidze
Desirable and realistic futures of the university: a mixed-methods study with teachers in Denmark
Magda Pischetola, Maria Hvid Stenalt, Liv Nøhr, Danielle Elizabeth Hagood, Morten Misfeldt
(No) Hope for the future? A design agenda for rewidening and rewilding higher education with utopian imagination
Rikke Toft Nørgård, Kim Holflod