Humanising Peer Review with Artificial Intelligence : Paradox or Panacea?

The emergence of artificial intelligence in the higher education publishing context has led to scholars seeking opportunities to leverage the new technological affordances offered by the tool. Yet, there have been questions emerging about the extent to which artificial intelligence should prompt sch...

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Détails bibliographiques

Institutions:	University of Tasmania Monash University University of Queensland
Auteurs principaux:	Crawford, Joseph, Allen, Kelly-Ann, Lodge, Jason
Publié:	Journal of University Teaching & Learning Practice v.21 n.1 https://doi.org/10.53761/xeqvhc70 2024
Sujets:	Artificial intelligence Publications Academic staff publishing Scholarly journals Peer evaluation Publishing industry Higher education ChatGPT
Accès en ligne:	https://doi.org/10.53761/xeqvhc70