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This project aims at exploring research and topics related to the ethical issues of the educational use of technology. The first step is conducting a systematic scoping review.

Linda Castañeda acknowledges the support of the Erasmus + ,KA203-867FE04B. Victoria I. Marín acknowledges the support of the Grant RYC2019-028398-I funded by MCIN/AEI/ https://doi.org/10.13039/501100011033 and FSE “El FSE invierte en tu futuro”.

This paper aims to identify dominant discourses of distance education that emerged in Korean society before, during, and after the COVID-19 outbreak in January 2019. To achieve the aim, the authors have conducted a Topic Modeling analysis of 8,865 news articles published by 54 South Korean media outlets between 2019 and 2021. As a result, five key topics and the top 10 keywords associated with each topic have been identified for 2019, 2020, and 2021, respectively—15 topics and 150 keywords in total for the three years. There have been meaningful shifts not only in the quantity of news articles published each year but also in the quality of conversations presented in those articles on distance education. This article carefully analysed and reflected both continuity and discontinuity of distance education discourses in Korean society. Based on the results, we have drawn four discussion points: a) the normality of DE discourses, b) the historicity of DE discourses, c) the maturity of DE discourses, and d) the partiality of DE discourses. Despite the specific cultural context from which the four points were drawn, the discussions offer valuable insights applicable to different cultural contexts.

Supplementary material of IO2: Questionnaires’ templates. from EU project "Remote.EDU. Empower teachers for remote online assessment in higher education". Link to the official project website: https://remote-edu.ili.eu/, This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Grant Number: 2020-1-DE01-KA226-HE-005782 - European Union Erasmus+ Program (Erasmus+ KA2 Strategic Partnership in Higher Education)

This book is a collection of the full country reports and working papers created by the COER members from the countries that were included in the study within of the research project EduArc on distributed learning infrastructures for OER and digital learning content in higher education. The issues that were explored relate to questions about national policies and frameworks for the design of a cross-university (national) infrastructure for the dissemination of OER (macro-level), issues related to the provision of OER in higher education institutions, e.g. technical and support infrastructure, professional development, and quality assurance (meso level), and questions about the creation and use of OER in higher education teaching and learning, and their sharing between faculty members (micro-level). This book is part of the project “Digital educational architectures: Open learning resources in distributed learning infrastructures – EduArc” (work package 11) which was funded by the German Federal Ministry of Education and Research (grant #16DHB2129) between October 2018 and March 2022.

Este artículo presenta una revisión sistemática de estudios relacionados con las competencias digitales docentes (CDD) de profesores universitarios en el contexto iberoamericano. Se utilizó una metodología de revisión de documentos, a partir de cinco fuentes académicas: bases de datos (Web of Science, Scopus) catálogos en español (Dialnet, Scielo) y un buscador (Google Académico), con lo cual se realizó el análisis bibliométrico, que incluía, la evaluación de los documentos la generación de resultados y conclusiones. Entre los resultados de esta revisión se destaca que la mayoría de estudios son promovidos por instituciones españolas y a su vez esos estudios son realizados en instituciones de Latinoamérica. Se evidencia igualmente, la necesidad que los docentes incluyan en su metodología las TIC para mejorar y favorecer su práctica docente y de la misma forma sobresale que un tercio de los estudios analizados incluían una propuesta de mejoras de las CDD de universitarios. This article presents a systematic review of studies related to teacher digital competence of university instructors in the Ibero-American context. A document review methodology was used, based on five academic sources: databases (Web of Science, Scopus), catalogs in Spanish (Dialnet, Scielo) and a search engine (Google Scholar), with which the bibliometric analysis was carried out, which included, the evaluation of the documents, the generation of results and conclusions. Among the results of this review, stands out that the majority of studies are promoted by Spanish institutions and in turn these studies are promoted in Latin American institutions. It is also evident that teachers need to include ICT in their methodology to improve and promote their teaching practice and, in the same way, it stands out that a third of the studies analyzed included a proposal to improve the CDD of university students.

Digital literacy is a critical competence for empowering citizenship in a digital world. It has become a key element in teaching and learning across the different educational stages that has been addressed since the last decade of the twentieth century within the field of open, distance, and digital education. The literature so far has not agreed on a common definition, but multiple international, national, and even local, frameworks exist to foster digital literacy and to evaluate and certificate it, especially with a focus on educators and students in different educational levels, but also with the citizen perspective. These frameworks are reviewed in this chapter, along with the evolution and conceptualization of digital literacy and some strategies to foster digital literacy in different educational sectors, with a focus on the educator as a key player in this fostering action. The most remarkable challenges for developing digital literacy for teaching and learning include the same conception of digital literacy, which is multiple and situated, the digital divide and the actual consideration of digital literacy as a social practice. Being digital literacy a transversal competency nowadays, clear implications for education can be drawn, such as reshaping organizations to the digital conditions, thinking on digital literacy as a collective effort, and enriching the global discourse through diversity in debates. Victoria I. Marín acknowledges the support of the Grant RYC2019-028398-I funded by MCIN/AEI/ 10.13039/501100011033 and FSE “El FSE invierte en tu futuro”. Linda Castañeda acknowledges the partial support of the project “Data Competency for Citizenship” DALI, an ERASMUS+ Strategic Partnership (KA204-076492), funded by the European Union.

With the introduction of digital technologies in education and the diversification of learning modalities, research has sought to identify the characteristics of each modality in order to develop successful learning. The Personal Learning Environment (PLE) is a developing concept that takes advantage of digital technologies and their implications in different modalities. This research aims to identify how the educational modality contributes to the development of PLEs in higher education. We compared two case studies in online and face-to-face contexts in Mexican higher education through a case survey methodology using a questionnaire and a descriptive statistical analysis of five categories: self-perception, management of information, management of the learning process, communication and learning experience. Results show that online students focus on the use of information management skills and on self-regulation of the learning process, whereas face-to-face students are oriented towards the use of communication skills. In conclusion, we identify two PLE profiles whose main differences arise from the students' learning approaches, one based on social interaction and the other guided by learning aims, two aspects that may contribute to the development of learning strategies for transition between modalities. Finally, we contribute to the support of face-to-face learning in virtual environments and emergency remote teaching. This research was partially funded by FEDER/Spanish Ministry of Science and Innovation/ State Research Agency/Grant number EDU2017-84223-R. MINECO/PN2017-2020/EDU2017-84223-R

Additional file 1: Appendix S1. Tabulated list of included studies (n = 282).

(International) research collaboration (IRC) is considered one of the most important aspects of academic careers and, although it is often linked to co-authorship, investigations of academic perceptions and practices are rare. Reflections on factors affecting IRC, as well as effective technology for use in IRC are also now particularly vital, due to the outbreak of COVID-19. The aim of this three-round Delphi study, conducted prior to the pandemic, was to explore why and how academics conduct IRC in the field of Education. The results indicate that the benefits of IRC are more relevant than the barriers, and that networking with and learning from others are two of the most important reasons for conducting IRC. Four stages of IRC were identified, alongside a range of influencing factors, which could inform future project management training. Suggestions for institutional IRC policy are provided, as well as considerations for early career researchers. La colaboración (internacional) en investigación (IRC) está considerada como uno de los aspectos más importantes de las carreras académicas y, si bien se vincula a menudo a la coautoría, las investigaciones acerca de las percepciones y prácticas académicas son escasas. Las reflexiones sobre los factores que afectan a la IRC, al igual que una tecnología eficaz que se pueda usar en el marco de la IRC, han adquirido ahora una importancia vital debido a la aparición de la COVID-19. El objetivo de este estudio Delphi en tres rondas, llevado a cabo antes de la pandemia, consistía en explorar por qué y cómo ponen en práctica la IRC los académicos en el campo de la educación. Los resultados indican que los beneficios que reporta la IRC son más relevantes que las barreras, y que el trabajo en red, así como aprender de los demás, afloran como dos de los motivos más importantes para llevar a cabo la IRC. Se han identificado cuatro fases de la IRC, junto con una serie de factores relevantes que podrían informar la preparación futura en gestión de proyectos. Se ofrecen sugerencias para políticas institucionales de IRC, junto con consideraciones para investigadores centrados en las fases iniciales de la carrera profesional.

Additional file 4: Appendix S4. Scope of participant focus.

Additional file 2: Appendix S2. Educational technology tool typology based on Bower (2016).

Additional file 7: Appendix S7. Data collection methods (n = 282).

Additional file 5: Appendix S5. Number of participants per study (n = 282).

Responding to the lack of longitudinal analyses on media usage in higher education, this study explores the changes of higher education students’ access to and use of technology for learning in 2012, 2015 and 2018. Using an online questionnaire, a total of 5,572 German higher education students participated. Via descriptive and inferential analysis, the data show a clear trend towards using flexible, location-independent devices, accompanied by a rapid increase in the use of instant messaging. This is in line with an increasing demand for digital and flexible learning opportunities such as web-based training and lectures as podcasts or vodcasts, which is not met by higher education institutions. On that basis, improvements in development and application of these digital tools seem crucial for German higher education institutions and should be considered by educational technologists and decision makers. Of particular relevance against the background of the COVID-19 pandemic that started in Spring 2020, this longitudinal analysis provides a framework for the ongoing development and implementation of digital media in teaching and learning at higher education institutions., Dolch, C., Zawacki-Richter, O., Bond, M., & Marín, V. I. (2021). Higher education students' media usage: A longitudinal analysis. Asian Journal of Distance Education, 16(1), 30-54. https://doi.org/10.5281/zenodo.4585372

Additional file 10: Appendix S10. Technology used based on Bower’s (2016) typology (n = 282)

Additional file 6: Appendix S6. Crosstabulation of disciplines (n = 282).

Additional file 8: Appendix S8. Data analysis methods (n = 282)

Additional file 3: Appendix S3. List of publications (n = 155).

Additional file 9: Appendix S9. Terminology used to describe teaching and learning during the pandemic (n = 282)

This research explores the perceptions of university students in relation to different tools and resources previously used in the framework of a learning activity for the development of Personal Learning Environments (PLE) in pre-service teacher education according to the three phases of self-regulated learning. For this study, a descriptive and correlational quantitative methodology was designed. The results show that there are digital tools and resources such as infographics, rubrics, and gamified questionnaires that are highly appreciated by students throughout the three phases of self-regulated learning, followed by blogs and institutional virtual learning environments; while the use of microblogs and social networks has been poorly accepted. Based on these perceptions, three theoretical models of resources with which to promote self-regulated learning in digital environments are proposed. The use of blogs, rubrics and gamified questionnaires make up the first model, while the second model is composed of institutional virtual environments and gamified questionnaires; finally, the third model is constituted by the comprehensive use of infographics. Social networks are not valued by students. The conclusions raise future challenges both for the implementation of these theoretical models and for the exploration of new proposals to enhance the possibilities of microblogs or social networks. Esta investigación explora las percepciones del alumnado universitario en relación a diferentes herramientas y recursos que han sido utilizados en el marco de una actividad de aprendizaje para el desarrollo de Entornos Personales de Aprendizaje (PLE) en la formación inicial docente según las tres fases del aprendizaje autorregulado. Para este estudio, se diseñó una metodología cuantitativa de corte descriptivo y correlacional. Los resultados muestran que existen herramientas y recursos digitales como las infografías, rúbricas, y cuestionarios gamificados que tienen una alta apreciación por el alumnado a lo largo de las tres fases del aprendizaje autorregulado, seguidos de blogs y entornos virtuales de aprendizaje institucionales; mientras que el uso de microblogs y redes sociales ha sido poco aceptado. A partir de estas percepciones, se proponen tres modelos teóricos con los que promover el aprendizaje autorregulado en entornos digitales. El uso de blogs, rúbricas y cuestionarios gamificados integran un primer modelo, mientras que el segundo modelo está integrado por entornos virtuales institucionales y cuestionarios gamificados; el tercer modelo se constituye por el uso integral de infografías. Las conclusiones plantean retos para el futuro tanto para la implementación de estos modelos teóricos como para explorar nuevas propuestas que permitan potenciar las posibilidades de los microblogs o las redes sociales.

In order to disseminate the findings and recommendations from their studies, researchers publish papers in scientific journals in their subject area. Research communities thus emerge as a result of the communication between authors who cite other relevant papers. This study focuses on the relationships between Spanish and English research communities in the specific field of Educational Technology. We explore as hypotheses whether there are signs of scientific journal communication between authors in these two communities, and if the English authors reciprocate citations by Spanish authors. In order to verify them, a social network analysis was conducted by considering outgoing and incoming citations in eight open access journals (four in English and four in Spanish) published over ten years (2007-2016). The sample includes 3,407 articles, which were analysed using UCINET and Gephi software. The results show partial confirmation of the hypotheses, since two separate research communities were recognized, with almost no communication between them. However, the Spanish community was presented as more connected than the English one. We interpret these results by considering not only language factors, but also the journal roots and the particular subject field under consideration. Finally, we highlight some general recommendations to enhance future communication between these two education research communities. Los investigadores publican artículos en revistas científicas de su área de conocimiento con el objetivo de difundir los hallazgos y recomendaciones de sus estudios, por lo cual las comunidades de investigación surgen como resultado de la comunicación entre autores que citan otros artículos relevantes. Este estudio se centra en la relaciones entre las comunidades de investigación en español e inglés del campo concreto de la Tecnología Educativa. Exploramos como hipótesis si hay señales de comunicación científica a través de revistas entre los autores de esas dos comunidades, y si los autores que publican en inglés citan recíprocamente a los autores españoles. Para la verificación de dichas hipótesis se llevó a cabo un análisis de redes sociales considerando las citas de salida y de entrada de ocho revistas de acceso abierto (cuatro en inglés y cuatro en español) publicadas durante 10 años (2007-2016). La muestra incluye 3.407 artículos, que fueron analizados con UCINET y el software Gephi. Los resultados muestran la confirmación parcial de las hipótesis, ya que se reconocen dos comunidades de investigación separadas con escasa comunicación entre ellas; sin embargo, la comunidad española se presenta como más conectada internamente que la inglesa. Interpretamos estos resultados considerando no solo los factores relacionados con el idioma, sino también los orígenes de la revista y el área de conocimiento específica. Como conclusiones, apuntamos algunas recomendaciones generales para mejorar la comunicación futura entre esas dos comunidades de investigación educativa.

This article reports on student teachers’ attitude towards technology in education and e-portfolio processes. Attitude is closely related to teachers’ beliefs and the later have been defined as second-order barriers. While an important effort has been made to overcome first-order barrier such as resources, training and support, it cannot be observed that technology has been successfully introduced in education. Therefore, second-order barriers such as attitudes and beliefs are being considered nowadays in order to address the lack of innovative use of technology by teachers. It has been argued that the introduction of technology has to be directed towards the empowerment of cognitive and high-level thinking skills and has to be used based on student-centred approaches. Building e-portfolios and helping students which grow and curate their own Personal Learning Environments (PLE) are two approaches to go beyond technology-centered models. E-Portfolios are viewed as part of students’ PLE so social media are used to enhance both e-portfolio processes and students’ PLEs. The research is based on a survey in four groups of students at the local branch in Ibiza of the University of the Balearic Islands. The participants have previously built their e-portfolios with Web 2.0 tools during one semester. Students are asked to document their learning weekly and reflect on the change experienced in the way they think about educational issues. Students are also asked to use new tools and social media services to give evidence of their own learning. The survey is based on a Likert scale so as to be able to analyse the students’ attitude and beliefs towards their e-portfolio and technology in education. The results show that a generally positive attitude is developed by students. Conclusions highlight the slight difference in student teachers’ attitude between technology and specific e-portfolio processes. Este artículo informa sobre la actitud de los estudiantes de educación respecto a la tecnología en la educación y los procesos del e-portfolio. La actitud está estrechamente relacionada con las creencias de los profesores, que se han definido como barreras de segundo orden. Así como sí ha habido un esfuerzo importante para superar las barreras de primer orden como son los recursos, la formación y el apoyo, no se observa que la tecnología se haya incorporado en la educación de forma satisfactoria. Por tanto, hoy día se están considerando las barreras de segundo orden como las actitudes y las creencias para solucionar la falta de un uso innovador de la tecnología por parte de los profesores. Se ha discutido que la incorporación de la tecnología tiene que dirigirse a potenciar las habilidades superiores cognitivas y de pensamiento, y se debe emplear desde enfoques centrados en el alumno. La construcción de e-portfolios y la ayuda a los estudiantes para que gestionen y hagan crecer sus Entornos Personales de Aprendizaje (PLE) son dos enfoques valorados para ir más allá de los modelos tecnocéntricos. Los e-portfolios se consideran como parte del PLE de los estudiantes, de forma que los medios sociales se utilizan para mejorar los procesos del e-portfolio y los PLE de los alumnos. La investigación utiliza como instrumento un cuestionario dirigido a cuatro grupos de estudiantes de la sede de Ibiza de la Universidad de las Islas Baleares. Los participantes habían creado previamente sus e-portfolios con herramientas Web 2.0 durante el primer semestre. Se pidió a los alumnos que documentaran su aprendizaje semanalmente y reflexionaran sobre el cambio en sus formas de pensar sobre temas educativos. Además, también se les pidió que usaran nuevas herramientas y servicios de los medios sociales para aportar pruebas de su aprendizaje. El cuestionario está basado en una escala Likert para analizar las actitudes y creencias de los estudiantes respecto a su e-portfolio y la tecnología en la educación. Los resultados muestran que los estudiantes desarrollaron en general una actitud positiva. Las conclusiones señalan una pequeña diferencia en la actitud de los alumnos respecto la tecnología y los procesos específicos del e-portfolio. Cet article donne des informations sur l’attitude des étudiants par rapport a l’enseignement de la technologie dans l’éducation, et les processus des e-portfolio. Cette attitude est étroitement liée à ce que pensent les enseignants, et ont été identifié comme des obstacles du second ordre. Tout comme il faut lui-même un gros effort pour surmonter les obstacles tel que les ressources de premier ordre, de formation et de soutien, on constate que la technologie n’a pas été introduite dans l’éducation avec succès. Ainsi, aujourd’hui sont considérés comme des obstacles du second ordre les attitudes et les croyances pour résoudre le manque d’utilisation de méthodes innovatrices par les enseignants. On a constaté que l’introduction de la technologie doit améliorer le savoir et la pensée, et devrait s’utiliser, grace a des repaires, pour aider les étudiants. La construction des e-portfolio et l’aide aux étudiants pour gérer et améliorer leur environnement d’apprentissage personnel (PLE) sont deux approches pour aller au-delà des modèles techno-centrée. Les e-portfolio font partie des PLE des étudiants: Pour que les milieux sociaux s’utilisent pour améliorer le processus e-portfolio et le PLE des étudiants. La recherche utilise comme moyen, un questionnaire avec quatre groupes d’étudiants au siège d’Ibiza de l’Université des Îles Baléares. Les participants avaient déjà créé leurs e-portfolios avec, comme outil, le Web 2.0, dans la première moitié du cours. Il a été demandé aux étudiants, de faire un compte rendu de leur apprentissage hebdomadaire, et de réfléchir sur le changement de leurs manieres de penser sur les questions educatives. De plus, ils ont également été invité à utiliser de nouveaux outils et les services des milieux sociaux pour preuves de leur apprentissage. Le questionnaire est basé sur une échelle de Likert pour examiner les attitudes et les préjugés des étudiants par apport a leur e-portfolio et dans la technologie de l’enseignement. Les résultats montrent que les étudiants ont développé en general une attitude positive. Les conclusions montrent une petite différence dans l’attitude des étudiants par rapport aux processus technologiques et spécifiques des e-portfolio.

* Threshold concept framework:\ud \ud A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress. As a consequence of comprehending a threshold concept there may thus be a transformed internal view of subject matter, subject landscape, or even worldview (Meyer and Land, 2003). Threshold concepts have been explored in many disciplines (Bradbeer, 2006) and may have a key role for the transformation of the students’ learning experience (Cousin, 2006). Since open education has implications for innovation and change (Peter and Deimann, 2013), we suggest exploring it as a threshold concept.\ud \ud There are five main attributes defined originally by Meyer and Land (2003) and three more have also been listed stemming from comments made by the authors (UCL, 2013): transformative, troublesome, irreversible, integrative, bounded, discursive, reconstitutive and liminal.\ud \ud * Openness as a threshold concept:\ud \ud 1. Transformative\ud Is openness transformative for students involved in open educational practices?\ud \ud 2. Troublesome\ud What difficulties do students face when being involved in open educational practices?\ud \ud 3. Irreversible\ud How do students’ perceptions change when being involved in open educational practices? How do these changes impact visions of their own future professional careers?\ud \ud 4. Liminality\ud How can the progressive change towards the open movement be scaffolded? How can feedback help in the construction of authentic open educational practices?\ud \ud 5. Discursive\ud What kind of narrative do students involved in open educational practices develop? Does it reflect authentic construction of the open movement understanding?\ud \ud This is the theoretical framework for future research about openness as a threshold concept. More research is needed to obtain data that would throw light on how to address each particular attribute. This is an open call to those interested in going further in this line of research.

La incorporación de las TIC a la sociedad, y en particular a la educación, ha provocado importantes cambios en la interacción y comunicación entre las personas que aprenden. El aprendizaje colaborativo, en sus diferentes implementaciones y variantes, es una de las manifestaciones de este fenómeno, ya que está presente en las principales tendencias, marcos de competencias y planes de formación de estudiantes y docentes en la actualidad. Por tanto con este trabajo pretendemos evidenciar la necesidad de que los docentes utilicen estrategias motivadoras, flexibles y que tengan en cuenta los aspectos identificados en este trabajo, para intentar que estas experiencias colectivas apoyen el proceso de aprendizaje y hagan de la construcción social del conocimiento una tarea placentera y significativa para todos los participantes. The incorporation of ICT to the society and in particular to education has caused important changes in the interaction and communication among learners. Collaborative learning, in his different implementations and variants, is one of the declarations of this phenomenon, since it is present in the principal tendencies, frames of competencies and training programs of students and teachers at present. Therefore, with this work we attempt to demonstrate the need that teachers use motivating, flexible strategies and that they bear in mind the aspects identified in this work, in order to try that these collective experiences support the learning process and extract a pleasant and significant task for all the participants from the social construction of knowledge.

Open Educational Resources (OER) in higher education cannot be put into practice without considering institutional contexts, which differ not only globally but also within the same country. Each institutional context provides educators with opportunities or limitations where Open Educational Practices (OEP) and OER for teaching and learning are involved. As part of a broader research project, and as a follow-up to national perspectives, an international comparison was conducted, based on institutional cases of nine different higher education systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey). Aspects regarding the availability of infrastructure and institutional policies for OER, as well as the existence of measures directed at OER quality assurance and at the promotion of the development and use of OER were covered. The resulting theoretical contribution sheds light on an international comparative view of OER and points towards country-specific trends, as well as differences among institutions. These aspects could provide an impetus for the development of institutional guidelines and measures. In line with international literature on the topic, recommendations are derived to promote/ enhance the use of OER in teaching and learning in higher education at the institutional level. This article is part of the meso level report of work package 11 of the project “Digital educational architectures: Open learning resources in distributed learning infrastructures – EduArc” funded by the German Federal Ministry of Education and Research (grant #16DHB2129).

Due to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered in fully remote, online formats. A plethora of primary studies began investigating a range of topics exploring teaching and learning in higher education, particularly during the initial semester. In order to provide an overview and initial understanding of this emerging research field, a systematic mapping review was conducted that collates and describes the characteristics of 282 primary empirical studies. Findings reveal that research was carried out mostly descriptively and cross-sectionally, focusing predominantly on undergraduate students and their perceptions of teaching and learning during the pandemic. Studies originate from a broad range of countries, are overwhelmingly published open access, and largely focused on the fields ofHealth & WelfareandNatural Sciences, Mathematics & Statistics. Educational technology used for emergency remote teaching are most oftensynchronous collaborative tools, used in combination withtext-based tools. The findings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided.

This paper explores faculty's perspectives and use of open educational resources (OER) and their repositories across different countries by conducting a multiple case study to find similarities and differences between academics' awareness, perceptions and use of OER, as well as examining related aspects of institutional policy and quality that may influence individual views. Data were collected through nine expert reports on each country studied (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain and Turkey) and were analyzed through qualitative content analysis using thematic coding. Findings show the impact on individual OER adoption with regard to the individual control of diverse factors by faculty members; of institutional policies and quality measures on the externally determined factors (by the institution); and of institutional professional development and provision of incentives in more internally determined factors (by the faculty members themselves). These findings carry implications for higher education institutions around the world in their attempt to boost OER adoption by faculty members. This article is part of the microlevel report of the work package 11 of the project “Digital educational architectures: Open learning resources in distributed learning infrastructures – EduArc” funded by the German Federal Ministry of Education and Research (Grant #16DHB2129).

According to various international reports, Artificial Intelligence in Education (AIEd) is one of the currently emerging fields in educational technology. Whilst it has been around for about 30 years, it is still unclear for educators how to make pedagogical advantage of it on a broader scale, and how it can actually impact meaningfully on teaching and learning in higher education. This paper seeks to provide an overview of research on AI applications in higher education through a systematic review. Out of 2656 initially identified publications for the period between 2007 and 2018, 146 articles were included for final synthesis, according to explicit inclusion and exclusion criteria. The descriptive results show that most of the disciplines involved in AIEd papers come from Computer Science and STEM, and that quantitative methods were the most frequently used in empirical studies. The synthesis of results presents four areas of AIEd applications in academic support services, and institutional and administrative services: 1. profiling and prediction, 2. assessment and evaluation, 3. adaptive systems and personalisation, and 4. intelligent tutoring systems. The conclusions reflect on the almost lack of critical reflection of challenges and risks of AIEd, the weak connection to theoretical pedagogical perspectives, and the need for further exploration of ethical and educational approaches in the application of AIEd in higher education.