CEDTECHAug 12, 2026
Factor structure of artificial intelligence use in university teaching pedagogy
Researchers have validated a reliable 30-item scale to measure how university instructors adopt and use AI in their teaching.
Journal of Educational Technology & SocietyJuly 1, 2026
Exploring the relationship between student engagement and use of blended MOOCs: A developing nation’s STEM students’ perspective
Edumadze, J. K. E., Govender, D. W., & Arkaifie, R.
Fostering social, cognitive, and teaching presence in blended MOOCs significantly boosts STEM student engagement and technology adoption.
What it found
This study surveyed 1,875 STEM students in Ghana to examine how engagement affects the adoption of blended MOOCs. Researchers used the Community of Inquiry (CoI) and UTAUT frameworks to analyze the relationships between student interaction and technology acceptance. The findings showed that strong cognitive, social, teaching, and learning presences significantly increased student engagement, which in turn improved their acceptance and utilization of these digital tools.
What it means for your work
When designing blended MOOCs, instructional designers must actively cultivate social and teaching presence rather than relying solely on self-paced content. Designers should also advocate for robust administrative and technical support structures, as facilitating conditions strongly influence whether students can successfully adopt these technologies. Ensure early learning activities help reduce effort expectancy by providing clear, scaffolded navigation.
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Advancing diagram-based reasoning in AI tutoring systems: a structural approach for STEM education
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Blended Learning in Higher Education
Blended learning combines self-paced online study with targeted in-person collaboration to maximize flexibility and engagement.
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