International Journal of Educational Technology in Higher Education

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  Año 2024, Número 21

  • Development guidelines for individual digital study assistants in higher education

    Claudia M. König, Christin Karrenbauer, Michael H., Breitner

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  • Students’ complex trajectories: exploring degree change and time to degree

    Joâo Pedro Pêgo, Vera Lucia Miguéis, Alfredo Soeiro

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  • Investigating relationships between community of inquiry perceptions and attitudes towards reading circles in Chinese blended EFL learning

    Yilian Teng, Zhuhui Yin, Hanyu Wang

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  • A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour

    Melissa Bond, Hasan Khosravi, Maarten de Laat, Nina Bergdahl, Violeta Negrea, Emily Oxley, Phuong Pham, Sin Wang Chong, George Siemens

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  • Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement

    Seyum Getenet, Robert Cantle, Petrea Redmond, Peter Albion

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  • Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes

    Claire V. Harper, M. McCormick, Linda Marron

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  • Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education

    Yoshija Walter

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  • Would ChatGPT-facilitated programming mode impact college students’ programming behaviors, performances, and perceptions? An empirical study

    Dan Sun, Azzeddine Boudouaia, Chengcong Zhu, Yan Li

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  • Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior

    Faten Hamad, Ahmed Shehata, Ali Hosni

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  • 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

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  • Generative AI and re-weaving a pedagogical horizon of social possibility

    Richard Hall

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  • Brain-based CALL in flipped higher education GE courses held through LMS: Boosting vocabulary learning and reading comprehension

    Nasrin Abdolmaleki, Zari Saeedi

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  • From the main track to the winding path: considering the diversity of trajectories at university

    Helena Troiano, John Brennan, Jean-François Giret

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  • 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

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  • 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

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  • Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching

    Maria Hvid Stenalt, Helle Mathiasen

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  • Dropout in online higher education: a systematic literature review

    Amir Mohammad Rahmani, Wim Groot, Hamed Rahmani

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  • 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

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  • Exploring intention of undergraduate students to embrace chatbots: from the vantage point of Lesotho

    Musa Adekunle Ayanwale, Rethabile Rosemary Molef

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  • 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

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  • A personal social knowledge network (PSKN) facilitates learners’ wayfnding and its diferences in behavior patterns between high and low performers in connectivist learning

    Jinju Duan, Kui Xie, Qiuhua Zhao

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  • Examining situational interest and its relationship with self-efcacy in asynchronous and synchronous video lectures

    Christopher Lange

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  • Who speaks for the university? Social fiction as a lens for reimagining higher education futures

    Punya Mishra, Nicole Oster, Phoebe Wagner

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  • Feedback sources in essay writing: peergenerated or AI-generated feedback?

    Seyyed Kazem Banihashem, Nafiseh Taghizadeh Kerman, Omid Noroozi, Jewoong Moon, Hendrik Drachsler

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  • Correction: Role of AI chatbots in education: systematic literature review

    Lasha Labadze, Maya Grigolia, Lela Machaidze

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  • 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

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  • 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

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  • Desirable and realistic futures of the university: a mixed-methods study with teachers in Denmark

    Magda Pischetola, Maria Hvid Stenalt, Liv Sofie Nøhr, Danielle Hagood, Morten Misfeldt

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  • (No) Hope for the future? A design agenda for rewidening and rewilding higher education with utopian imagination

    Rikke Toft Norgard, Kim Holflod

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  • New advances in artificial intelligence applications in higher education?

    Olaf Zawacki Richter, John Y. H. Bai, Kyungmee Lee, Patricia J. Slagter van Tryon, Paul Prinsloo

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