International Journal of Educational Technology in Higher Education国际高等教育教育技术杂志
International Journal of Educational Technology in Higher Education(英文缩写 INT J EDUC TECHNOL H),ISSN 2365-9440,eISSN 2365-9440,中文译名:国际高等教育教育技术杂志 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-11-01 至 2026-10-31，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 7.611 | Q1 |
| 2022 | 8.600 | Q1 |
| 2023 | 8.600 | Q1 |
| 2024 | 16.700 | Q1 |
| 2025 | 38.700 | Q1 |
International Journal of Educational Technology in Higher Education 最新收录文献
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1. Ethical considerations for teaching with artificial intelligence: a scoping review in medical education settings.
1. 人工智能教学中的伦理考量：医学教育环境下的范围综述PMID:日期:2025-11-17In the evolving realm of medical education, where artificial intelligence (AI) technologies play an increasingly pivotal role, embedding AI ethics within educational frameworks has become crucial. This scoping review explores the breadth of literature concerning ethical considerations for teaching with AI in medical education settings. Following the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for Scoping Reviews (PRISMA-ScR) guidelines, the team analyzed 82 peer-reviewed English-language articles published between 2018 and October 2023, sourced from PubMed, Embase, and Web of Science. The review presents insights into the geographic distribution of studies, publication trends, article types, common keywords, areas of focus, and ethical considerations. Ethical considerations are framed around the core principles of autonomy, beneficence, non-maleficence, justice, and transparency. Emerging themes and notable gaps are identified, offering suggested directions for future research. Review articles were found to be the most common study type, and "artificial intelligence" and "education" were the most frequently recurring keywords in the articles. The articles primarily focused on (a) incorporating AI in medical education, (b) AI ethical principles in medical education, and (c) ChatGPT in healthcare education. Ethical concerns raised in the articles centered on privacy, bias, informed consent, and algorithmic transparency, with many offering implications for curriculum development. These findings underscore the significance of integrating AI tools as instructional aids to enhance medical education, improve student learning experiences, and address the ethical challenges associated with their use in instructional settings. Future research opportunities include refining standardized competencies for AI in medical education, developing evidence-based curricula, and conducting longitudinal studies to assess AI's long-term impact on learning outcomes.
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2. Developing an AI framework for learning in higher education: a humanities perspective from English Literature.
2. 构建高等教育中的人工智能学习框架：英语文学的人文学科视角PMID:日期:2025-11-03Little is known about how to develop frameworks for using AI to support learning in English Literature within higher education. This paper presents research that developed a framework for employing AI in the study of the fourteenth-century English poet Geoffrey Chaucer. Studying Chaucer presents challenges for modern readers, as it requires an understanding of his literary style, spoken Middle English, and the cultural and social context of the late medieval period. The research investigated how AI tools, such as ChatGPT and Amazon Polly, could support the study of Chaucer. It found that while AI can assist with students' initial familiarisation with Chaucer's poetry, it lacks the depth and rigour necessary for more advanced study. As a result, students and lecturers still rely on traditional resources, including authoritative print-based and digital scholarly editions. Consequently, the research developed a framework for studying Chaucer's poetry that integrates the guided use of AI through active learning with additional supporting resources, such as digital scholarly editions.
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3. Barriers and beliefs: a comparative case study of how university educators understand the datafication of higher education systems.
PMID:日期:2023-06-12In recent decades, higher education institutions around the world have come to depend on complex digital infrastructures. In addition to registration, financial, and other operations platforms, digital classroom tools with built-in learning analytics capacities underpin many course delivery options. Taken together, these intersecting digital systems collect vast amounts of data from students, staff, and faculty. Educators' work environments-and knowledge about their work environments-have been shifted by this rise in pervasive datafication. In this paper, we overview the ways faculty in a variety of institutional status positions and geographic locales understand this shift and make sense of the datafied infrastructures of their institutions. We present findings from a comparative case study (CCS) of university educators in six countries, examining participants' knowledge, practices, experiences, and perspectives in relation to datafication, while tracing patterns across contexts. We draw on individual, systemic, and historical axes of comparison to demonstrate that in spite of structural barriers to educator data literacy, professionals teaching in higher education do have strong and informed ethical and pedagogical perspectives on datafication that warrant greater attention. Our study suggests a distinction between the understandings educators have of data processes, or technical specifics of datafication on campuses, and their understanding of big picture data paradigms and ethical implications. Educators were found to be far more knowledgeable and comfortable in paradigm discussions than they were in process ones, partly due to structural barriers that limit their involvement at the process level. Graphical Abstract
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4. Online professional development across institutions and borders.
4. 跨机构与跨国界的在线专业发展PMID:日期:2023-05-25Professional development (PD) is a key element for enhancing the quality of academic teaching. An increasing number of PD activities have moved to blended and online formats, especially since the COVID-19 pandemic. Due to the desire, potential, and need for collaboration among educators to learn from innovative and best practices, several institutions have started to pool their resources and expertise together and have started to implement cross-institutional and cross-national online professional development (OPD). The questions of what type of a (cross-)institutional OPD educators might prefer, and whether educators learn effectively from (and with) peers in such cross-cultural context have not been adequately explored empirically. In this case-study across three European countries, we explored the lived experiences of 86 educators as a result of a cross-institutional OPD. Using a mixed methods design approach our pre-post findings indicated that, on average, participants made substantial gains in knowledge. In addition, several cultural differences were evident in the expectations and lived experiences in ODP, as well as the intention to transfer what had been learned into one's own practice of action. This study indicates that while substantial economic and pedagogical affordances are provided with cross-institutional OPD, cultural differences in context might impact the extent to which educators implement lessons learned from OPD.
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5. Digital literacies, social media, and undergraduate learning: what do students think they need to know?
5. 数字素养、社交媒体与本科生学习：学生认为他们需要了解什么？PMID:日期:2023-05-19This research addresses an identified need to further understand digital literacies (DL) and whether undergraduate students view DL as being important in their lives and in their learning. Using a cross-sectional survey sent to a stratified random sample of 2500 undergraduates representative of the overall student population at a medium-sized Canadian undergraduate university (survey response rate of 19.8%, = 496), we explored the relationships between social media and digital literacies, particularly in different disciplinary contexts. We also explored the ways in which students report using social media in their university learning, showing that students value social media for collaboration, discussion, information finding and sharing, and practise activities related to their learning. Additionally, we examined the importance students place on DL, and how they perceive and rate their own abilities with digital literacies across three domains: procedural and technical, cognitive, and sociocultural. Findings illustrate an observable gap between the high importance that students place on digital literacies (including DL for social media) in their learning and their lives and the lack of coverage students reported receiving about these topics in their undergraduate education. Based on the study's findings, we discuss the specific ways that those in the higher education community can address this gap by engaging with and fostering development of digital literacies within specific disciplinary and professional contexts, and in interdisciplinary or transdisciplinary learning settings across the curriculum.
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6. A network approach to understanding distance learners' experience of stress and mental distress whilst studying.
6. 采用网络方法了解远程学习者在学习时的压力和心理困扰体验PMID:日期:2023-05-15Research has shown that learners' stress and mental distress are linked to poorer academic outcomes. A better understanding of stress and mental distress experiences during study could foster more nuanced course and intervention design which additionally teaches learners how to navigate through to protect their academic performance. The current study draws on data collected via validated self-reported questionnaires completed by final year undergraduate students (n = 318) at a large distance education university. We examined how common features of stress, depression and anxiety link to each other using a network analysis of reported symptoms. The results included findings demonstrating the symptoms with the greatest relative importance to the network. Specifically, these included the stress symptom 'I found it difficult to relax' and the depression symptom 'I was unable to become enthusiastic about anything'. The findings could help institutions design interventions that directly correspond to common features of students' stress and distress experiences.
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7. Lessons learnt during COVID-19: making sense of Australian and Swedish university lecturers' experience.
7. 新冠疫情期间的经验教训：解读澳大利亚和瑞典大学讲师的经验PMID:日期:2023-04-28This article reports on a study analysing changes in the use of digital technologies and working from home during the COVID-19 crisis and the impact of these changes on the wellbeing of five female university lecturers from Australia and Sweden. Applying collaborative autoethnographical methods, this study employed Weick's sensemaking framework to explore how the academics made sense of these sudden changes. The Positive emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) wellbeing framework was also employed to explore the effect of these changes on the academics' wellbeing. Findings from the reflective narratives show that after the initial experiences of stress, each university lecturer was able to adapt and navigate the online teaching environment during the pandemic. However, the time constraints in preparing and adapting to online teaching, and working from home, were experienced by some of the university lecturers as highly stressful and isolating which impacted their sense of wellbeing. Even so, working from home was recognized as a positive experience, providing time for research, hobbies, and time with family. This study addresses a gap in current knowledge by examining the impact of the sudden transition to online teaching and learning had on academic wellbeing as conceptualised through the PERMA framework. In addition, by applying Weick's sensemaking framework, this study provides a unique perspective around how academics made sense of the sudden switch to online teaching and learning during COVID-19.
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8. Learning and teaching sustainable business in the digital era: a connectivism theory approach.
8. 数字时代可持续商业的学习与教学：一种连接主义理论方法PMID:日期:2023-04-19Higher education institutions may adopt various approaches to the pedagogic principles and methods used in teaching sustainable development in business and marketing courses. These methods can include the utilisation of digital technologies and online communication to facilitate distance learning and fast access to relevant information. Changes towards the digitalisation of the learning environment especially gained popularity during the Covid-19 pandemic. In the post-pandemic period, digitalisation continues to facilitate the learning and teaching processes. However, the implementation of digital technologies, besides technological expertise, requires appropriate theoretical frameworks for understanding how learning is developed. This study explores connectivism theory applied to the pedagogic practices of knowledge dissemination concerning sustainable development in the fields of business and marketing. Connectivism embraces knowledge as a network where the learner, with the help of digital technologies, develops mental connections between pieces of information during interaction with various information sources. This qualitative research empirically explores the principles of connectivism embedded in the learning and teaching of a university course conducted online. The research findings indicate that connectivism may be a suitable conceptual framework that motivates learners to develop knowledge through digital enablers, discussions and social networking and to make connections to sustainability concepts. The principles of connectivism may help instructors to develop a learning environment where learners add understandings to their previous knowledge on sustainability through online interactions and by accessing digital knowledge sources. This study makes several interdisciplinary contributions by deepening the insights into digital pedagogic methods and approaches for the facilitation of learning, which may be of interest to academic and other pedagogic practitioners.
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9. Exploring educational impacts among pre, during and post COVID-19 lockdowns from students with different personality traits.
9. 探讨不同人格特质学生在新冠疫情封锁前、封锁期间和封锁后的教育影响PMID:日期:2023-04-03The influence of personality traits on educational outcomes has been widely recognized and studied. Research has explored its effects on factors such as student satisfaction, academic anxiety, and dishonesty, particularly during the COVID-19 pandemic. However, there has been a lack of studies comparing the learning behaviors and performance of students with different personality traits during the pre, during, and post-COVID-19 lockdown periods. This study fills this gap by analyzing the differences in academic metrics, such as class grades and assignment submissions, among students with varying personality traits during different lockdown periods. Our research, based on a dataset of 282 graduate students in the USA, identified correlations and patterns between lockdown periods, personality traits, and academic metrics. For example, the class grades and the rate of late submissions were affected by different lockdown periods. Students with lower degree in extraversion and agreeableness made less attempts in assignment submissions. These findings can assist educators in identifying impacted students and developing effective teaching strategies at early stage in future incidents.
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10. Attending lectures in person, hybrid or online-how do students choose, and what about the outcome?
PMID:日期:2023-03-28As a consequence of the COVID-19 pandemic, most courses at a large technical university were adapted so that students had a free choice of whether to attend lectures on-site or online; in addition, in many courses, lecture recordings were available. At the subsequent exam session, over 17,000 student-survey responses were collected regarding attendance choices, learning behavior, interest in the course, perception of the exam, and recommendations to future students. A total of 27 learner attributes and their relationships were investigated. In addition, conditional attributes and free-response statements were analyzed, and the students' exam grades were retrieved to gauge their performance. We found only minute differences with respect to exam performance, but the analysis indicates distinctly different preferences and constraints in taking advantage of learning opportunities. We also found some indications that performance differences might be larger for interactive-engagement courses. The results of the analysis may be key to answering why at many universities, faculty report that live-lecture attendance has decreased more strongly than expected with the availability of new, virtual attendance modes.