封面图片

Artificial Intelligence use in feedback: A qualitative analysis.

Feedback, particularly the formative or 'feed-forward' type is important for students in higher education to understand their errors and improve their expression and clarity of ideas. While technology-assisted feedback modes, e.g., audio or video are prevalent, ensuring their efficacy and...

书目详细资料
Institution:	RMIT University
Main Authors:	Pang, Toh Yen, Kootsookos, Alex, Cheng, Chi-Tsun
出版:	Journal of University Teaching & Learning Practice v.21 n.6 https://doi.org/10.53761/40wmcj98 2024
主题:	Artificial intelligence Engineering education Feedback Non English speaking Non English speaking background Student assessment Student engagement Teacher improvement Higher education Surveys ChatGPT Generative artificial intelligence Australia
在线阅读:	https://doi.org/10.53761/40wmcj98

相似书籍

Higher education's Generative Artificial Intelligence paradox: The meaning of Chatbot mania.
由: Rudolph, Jürgen, et al.
出版: (2024)

Humanising Peer Review with Artificial Intelligence : Paradox or Panacea?
由: Crawford, Joseph, et al.
出版: (2024)

Governance of artificial intelligence and data in Australasian higher education : A snapshot of policy and practice.
由: Selvaratnam, Ratna, et al.
出版: (2024)

Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI).
由: Crawford, Joseph, et al.
出版: (2023)

The Artificial Intelligence Assessment Scale (AIAS): A Framework for ethical integration of Generative AI in educational assessment.
由: Perkins, Mike, et al.
出版: (2024)

Prompting higher education towards AI-augmented teaching and learning practice.
由: Eager, Bronwyn, et al.
出版: (2023)

Block Mode Study : Opportunities and Challenges for a New Generation of Learners in an Australian University.
由: Samarawickrema, Gayani, et al.
出版: (2021)

Generative artificial intelligence: University student awareness, experience, and confidence in use across disciplines.
由: Kelly, Andrew, et al.
出版: (2023)

English language growth and the international student.
由: Rochecouste, Judith, et al.
出版: (2014)

Supporting school-university pathways for refugee student access and participation in tertiary education : final report.
由: Naidoo, Loshini, et al.
出版: (2015)

Learning with Generative Artificial Intelligence within a network of co-regulation.
由: Lodge, Jason, et al.
出版: (2023)

Defining a Unified Model of Vocabulary Acquisition via Extensive Reading : Final Report.
由: Uitdenbogerd, Alexandra Louise, et al.
出版: (2017)

Supporting refugee background students into tertiary education and keeping them there : school to university pathways.
由: Naidoo, Loshini, et al.
出版: (2015)

An implementation guide for universities : supporting school-university pathways for refugee students' access and participation in tertiary education.
由: Naidoo, Loshini, et al.
出版: (2015)

Defying the Odds : Promoting Success for Refugee Background and Non-English Speaking Background (NESB) First-Year Students Through Peer Support : Final Report.
由: Vickers, Margaret, et al.
出版: (2015)

Demystifying grammar : rethinking language awareness for teacher education : final report 2016.
由: Neilsen, Roderick, et al.
出版: (2016)

Research supervision of international students in engineering and information technology disciplines : exploring key factors to ensure postgraduate research success.
由: Yarlagadda, Prasad, et al.
出版: (2013)

Case study report : supporting school-university pathways for refugee students' access and participation in tertiary education.
由: Naidoo, Loshini, et al.
出版: (2014)

A model for research supervision of international students in engineering and information technology disciplines : final report.
由: Yarlagadda, Prasad
出版: (2013)

Exploring Intercultural Competency in Engineering : Final Report.
由: Goldfinch, Thomas
出版: (2013)

Does an assessment rubric provide a better learning experience for undergraduates in developing transferable skills?
由: Pang, Toh Yen, et al.
出版: (2022)

Plagiarism and related issues in assessments not involving text : final report.
由: Simon
出版: (2015)

Making connections : Future-proofing the generalist Bachelor of Arts Program : final report.
由: Gannaway, Deanne
出版: (2020)

Degrees of Proficiency : Building a Strategic Approach to University Students' English Language Assessment and Development : Final Report.
由: Dunworth, Katie
出版: (2013)

Generation 1.5 Learners : Removing the Mask of Student Invisibility and Recognising the Learning Disconnections That Marred Their Academic Journeys.
由: Serventy, Elizabeth, et al.
出版: (2022)

Assessing students unfamiliar with assessment practices in Australian universities : final report to the Carrick Institute for Learning and Teaching in Higher Education 2006.
由: Jackson, M., et al.
出版: (2006)

Teaching Australian Indigenous Studies : Non-Indigenous academics negotiating structural impediments in a regional context.
由: Hook, Genine, et al.
出版: (2022)

Who says "Ps get Degrees"? Examining the Profile of Undergraduate Students Maintaining High Achievement at University.
由: Lydster, Cameron
出版: (2024)

Working in the third space : promoting interdisciplinary collaboration to embed English language development into the disciplines : final report.
由: Briguglio, Carmela
出版: (2014)

Ms Parrot the Detective Solves Grammar Problems in an Online Resource for Students and Lecturers : Final Report.
由: Miller, Julia
出版: (2013)

Pandemic-induced course and assessment changes for undergraduate engineering education : The Development of Graduate Attributes.
由: Pang, Toh Yen, et al.
出版: (2023)

Good practice guide : first year English.
由: Thomas, Theda, et al.
出版: (2015)

Good practice report : English language proficiency.
由: Arkoudis, Sophie, et al.
出版: (2014)

Integrating English Language Communication Skills into Disciplinary Curricula : Options and Strategies : Final Report.
由: Arkoudis, Sophie
出版: (2014)

Learning How to Learn Languages : A Transformative Learning Approach to Empower Effective Language Learners.
由: Eisenchlas, Susana A., et al.
出版: (2024)

An analysis of education academics' attitudes and preconceptions about Indigenous Knowledges in initial teacher education.
由: Hogarth, Melitta
出版: (2022)

Impact evaluation of key themes funded by the Office for Learning and Teaching 2012-2016.
由: Hicks, Margaret
出版: (2016)

Teaching Australian Literature Survey : final report.
由: Mead, Philip
出版: (2010)

Learning and teaching guide : a handbook to support institutions in implementing programs for assisting the development of communication and life skills in veterinary students.
由: Mills, Jennifer, et al.
出版: (2009)

How can critical thinking be recognised and developed in students that are still developing tertiary-level English language proficiency?
由: Clark, Lorna
出版: (2022)