Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs

International Journal of Educational Technology in Higher Education, Journal Year: 2024, Volume and Issue: 21(1)

Published: Oct. 16, 2024

Abstract Faculty perspectives on the use of artificial intelligence (AI) in higher education are crucial for AI’s meaningful integration into teaching and learning, yet research is scarce. This paper presents a study designed to gain insight faculty members’ ( N = 122) AI self-efficacy distinct latent profiles, perceived benefits, challenges, use, professional development needs related AI. The respondents saw greater equity as greatest benefit, while students lack literacy was among with majority interested development. Latent class analysis revealed four member profiles: optimistic, critical, critically reflected, neutral. optimistic profile moderates relationship between usage. adequate support services suggested successful sustainable digital transformation.

Language: Английский

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Traversing changing higher education learning spaces: what we bring and what is missing

Higher Education Research & Development, Journal Year: 2025, Volume and Issue: 44(1), P. 83 - 97

Published: Jan. 2, 2025

Language: Английский

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Examining the dynamics of plagiarism: a comparative analysis before, during, and after the COVID-19 pandemic

International Journal for Educational Integrity, Journal Year: 2025, Volume and Issue: 21(1)

Published: Jan. 16, 2025

This research explores the impact of unforeseen global crisis on education and assessment practices, investigating plagiarism rates through a comprehensive analysis 25,864 written assignments from 42 academic institutions in 2019, 2020, 2023 before, during, after crises, such as pandemics. Utilising theory planned behaviour comparing undergraduate COVID-19 pandemic using an automated detection tool (Originality). The comparison traverses fields, disciplines, institutional rankings, language assessments. Contextualising this phenomenon is crucial for understanding targeted interventions against undesirable behaviour. results show that before COVID-19, were similar, while during augmented. Furthermore, English contained higher than those Arabic Hebrew. We discuss post-pandemic bounce-back one hand concern about artificial intelligence writing tools other hand. also among multilingual students. study concludes with practical implications suggestions future evolving landscape integrity.

Language: Английский

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The new artefacts: teaching development during the Covid-19 pandemic and implications for future practice

Higher Education Research & Development, Journal Year: 2025, Volume and Issue: 44(1), P. 133 - 146

Published: Jan. 2, 2025

Language: Английский

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Epistemic placemaking: collective reimagining of spaces for more sustainable, equitable and inclusive futures

Higher Education Research & Development, Journal Year: 2025, Volume and Issue: 44(1), P. 163 - 177

Published: Jan. 2, 2025

Language: Английский

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The architecture for synchronous hybrid peer learning using pedagogy-space-technology (PST) framework

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 27, 2025

Language: Английский

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An efficient, reliable and valid assessment for affective states during online learning

Scientific Reports, Journal Year: 2024, Volume and Issue: 14(1)

Published: July 9, 2024

The current study aims to develop an efficient, reliable and valid assessment, the affective states for online learning scale (ASOLS), measuring learners' during using a sample of 173 young learners. assessment consists 15 items which assess five states, including concentration, motivation, perseverance, engagement, self-initiative. To improve efficiency, (one each state) are randomly selected presented every 30 min learning. In addition, 14 among participants were further invited perform on-site learning, their validated by observations conducted two psychologists. ASOLS was found be valid, with high internal consistency reliabilities good construct, convergent criterion validity. Confirmatory factor analyses showed that hypothesized five-factor structure demonstrated satisfactory fit data. Moreover, engagement positively associated performance. Our findings suggest provides useful tool teachers identify students in upper primary junior secondary schools deficits offer appropriate remedy or support. It can also used evaluate effectiveness interventions aimed at enhancing students'

Language: Английский

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Perspectives on disruptive change in higher education. A critical review of digital transformation during COVID-19

Higher Education Research & Development, Journal Year: 2024, Volume and Issue: 43(6), P. 1355 - 1369

Published: March 18, 2024

Higher education institutions have always been changing concurrently with larger societal developments. This paper addresses digital transformation in higher (DTHE) during a disruptive crisis, e.g., the COVID-19 pandemic. Understanding different perspectives on DTHE pandemic is important, as meaning allocated to unfolding events holds potential shape future decision making. We conducted critical review of 22 academic papers published first year A thematic analysis revealed divergent how was affecting DTHE, material pointing direction an accelerator ongoing changes education. The unanimously understood multi-dimensional and ongoing, long-time process entangled transformations other sectors already initiated before Although this limited research carried out pandemic, further studies might address longer time-period, by studying consequence crisis.

Language: Английский

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Learning Spaces of Higher Education for Postdigital Citizens

Postdigital Science and Education, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 23, 2024

Language: Английский

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Academics’ intention to sustain new teaching practices after the COVID-19 pandemic: Examined through the theory of planned behaviour

Higher Education, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 7, 2024

Abstract Following the COVID-19 pandemic, higher education teachers, having transitioned to new teaching methodologies, including online learning and modified assessment strategies, face question: Do they intend revert pre-pandemic ways of operating or retain their practices? A university-wide invitation with an incentive resulted in 63 academics from all four faculties university participating this study. Using Theory Planned Behaviour, exploratory research assessed roles attitudes, subjective norms, perceived control determining academics’ intentions maintain instructional shifts. Collectively, these elements robustly predicted intention, explaining 38% variance. Notably, our findings revealed that fostering a positive attitude towards changes was sole unique driver for wanting them. Without conducive teaching, efforts others become inconsequential effecting educational change. Within limitations small sample size, study offers understanding variables influencing sustain shifts practices. Such knowledge can guide future decision-making environments, especially when substantial transformation is required.

Language: Английский

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