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...
| Institutions: | University of Tasmania Monash University University of Queensland |
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| Hoofdauteurs: | , , |
| Gepubliceerd in: |
Journal of University Teaching & Learning Practice v.21 n.1 https://doi.org/10.53761/xeqvhc70
2024
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| Onderwerpen: | |
| Online toegang: | https://doi.org/10.53761/xeqvhc70 |
