AI in tertiary education: progress on research and practice

Thompson, Kate; Corrin, Linda; Lodge, Jason M.

doi:10.14742/ajet.9251

Cited by 5 publications

(3 citation statements)

References 6 publications

(7 reference statements)

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“…Loss of control of what is being learned and how learning takes place, not to mention the assessment of that learning were frightening for large numbers of faculty. Many of these same fears can being heard today in the conversations around the surge of AI into HE contexts (Thompson, Corrin and Lodge, 2023;Hodges and Ocak, 2023). A third prime reason for resistance came from students themselves.…”

Section: E-learning In Higher Education Institutionsmentioning

confidence: 89%

Identity Matters: A Framework for Bridging Contemporary e-Learning Theory with Online Practice

Charbonneau-Gowdy,

Galdames

2024

EJEL

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We are increasingly realizing that technology and its use in learning contexts is not benign. With the advent of more powerful technology tools, including Artificial Intelligence (AI) ones, combined with the historically significant changes that have occurred in education over the last four years, there are more reasons than ever to examine their influence on human beings in the process of “being educated”. The aim of our 3-year longitudinal study was to understand how programs being offered at a fully online technical higher education (HE) institution in Chile influenced the identity development of students from socio-economically and educationally disadvantaged backgrounds. A Participant Action Research (PAR) approach was adopted to the study that involved macro, meso and micro-driven changes being made to programs. These changes involved aligning the instructional design, pedagogical approaches, and technology tools of programs with contemporary e-learning theory and 21st century learning goals. Previously, we provided three in-depth reports of the evolving changes on learners’ identities - in the beginning, mid and end phases of their programs. We also reported on teachers’ perspectives of learners’ evolving identities and the transformation of their own roles and practices during the change period. In this paper, we add to those findings with the results of a recent inquiry into the perspectives of macro-level administrators who were instrumental in the collaborative effort to bring about change to the institution. In this latest study, we employed in-depth focus group and individual interviews to unpack what the change involved on the part of these decision makers in terms of their own epistemological and ontological perspectives, their roles in the institution and their future goals for the organization. The framework we have developed for schematizing the results of these previous inquiries and those of the overall longitudinal study could prove useful in other organizations that are awakening to the need to successfully put e-learning theory to practice in their institutions. The insight to be gained in this framework could add to their efforts to seek pragmatic ways to bring about systemic changes in their online programs and to graduate students with the kinds of identities and skills that will best equip them for the complex world in which they will work and live.

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Section: E-learning In Higher Education Institutionsmentioning

confidence: 89%

Identity Matters: A Framework for Bridging Contemporary e-Learning Theory with Online Practice

Charbonneau-Gowdy,

Galdames

2024

EJEL

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“…Due to its prevalence in tertiary education conversations throughout the year, generative AI has been the focus of two AJET editorials (Lodge et al, 2023;Thompson et al, 2023) as well as the themed, fifth issue of the journal in 2023. The introduction of 'groundbreaking' new technologies into education is something we have witnessed time and time again, and generative AI has also been hailed as a 'revolution' for tertiary education.…”

Section: Generative Artificial Intelligencementioning

confidence: 99%

“…However, the full extent of the impact of generative AI and the ways in which institutions can best respond is yet to be seen. We will not delve into more detail here as this is contained in the editorial for the most recent issue of AJET (see Thompson et al, 2023). It is, however, timely to remind readers of AJET's new policy for the use of artificial intelligence in publishing which can be found on the AJET website.…”

Section: Generative Artificial Intelligencementioning

confidence: 99%

AJET in 2023: Reflections on educational technology, people, and bibliometrics

Corrin,

Thompson,

Lodge

2023

AJET

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In this editorial we reflect on the last three years of AJET achievements, challenges, and opportunities as we reach a time of transition in the lead editorial team. We also reflect on the key themes of 2023, especially the impact that the growing availability of generative artificial intelligence has had on research and practice in the tertiary education sector. We present our annual round up of bibliometrics, thank our hardworking editorial team, and acknowledge the contributions of those who are ending their service with AJET in 2023. In conclusion, we look ahead by outlining our goals for 2024 and discussing the themes and technologies that will be a focus for AJET in the new year.

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AI-driven learning analytics applications and tools in computer-supported collaborative learning: A systematic review

Ouyang,

Zhang

2024

Educational Research Review

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AI in tertiary education: progress on research and practice

Cited by 5 publications

References 6 publications

Identity Matters: A Framework for Bridging Contemporary e-Learning Theory with Online Practice

Identity Matters: A Framework for Bridging Contemporary e-Learning Theory with Online Practice

AJET in 2023: Reflections on educational technology, people, and bibliometrics

AI-driven learning analytics applications and tools in computer-supported collaborative learning: A systematic review

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