Journal of Instructional Research

Current AI detection tools for academic integrity are largely ineffective due to ease of circumvention via paraphrasing tools, highlighting the need for higher education to shift towards alternative assessment methods like scaffolded assignments and proctored exams incorporating AI and human review. Key Takeaways • AI detection tools are inaccurate and easily fooled by paraphrasing or other minor alterations to AI-generated text. • Multiple studies demonstrate the significant limitations of current AI detection software. • Institutions should focus on rethinking assessment methods to mitigate AI's impact on academic integrity. • Scaffolded assignments, critical thinking questions, and proctored exams are suggested alternatives. • Hybrid proctoring solutions combining AI monitoring with human review are recommended. • Open communication and dedicated committees are crucial for addressing AI in education. • The ethical use of AI within the academic experience needs to be discussed, as AI usage is not inherently unethical. https://bit.ly/3YT85eH

This study investigates pre-service teachers' (PSTs) approaches to designing exploratory mathematics tasks using GeoGebra for 8th graders, revealing four key themes: student knowledge, task guidance versus exploration, use of context, and GeoGebra's role, highlighting implications for PST education. Key Takeaways • The study examined pre-service teachers' (PSTs) task designs for 8th-grade students using GeoGebra, focusing on their design rationale rather than task solutions. • Four key themes emerged: PSTs' understanding of 8th graders' knowledge, their approach to guiding versus open exploration, their use (or lack thereof) of real-world contexts, and how they integrated GeoGebra into their task designs. • Many PSTs favored word problems, particularly taxi-trip scenarios, reflecting their own learning experiences and perceptions of student understanding. • PSTs often incorporated highly structured, guiding questions rather than fully open-ended exploratory tasks, potentially influenced by prior experiences with closed problem-solving tasks. • GeoGebra was often used for visualization rather than dynamic exploration, indicating a need for more comprehensive integration of technology into task design pedagogy. • The study highlights the importance of incorporating task design activities into pre-service teacher education to improve their pedagogical understanding and enhance their problem-posing skills. • The study's limitations include the possibility that PSTs didn't approach the task with the same rigor as a real exam, and the complexity of disentangling multiple factors influencing task design choices. Hovik, E. K., & Nolan, K. (2024). Pre-service teachers’ understandings of exploratory task design in mathematics: From GeoGebra task design to the 8th grade student. Cogent Education, 11(1). https://bit.ly/4fd6eHb https://bit.ly/4fd6eHb

This study explores student perceptions of using ChatGPT in an engineering course assignment, finding high satisfaction and relevance, and highlighting the development of critical thinking and ethical use of AI tools, while acknowledging limitations in the methodology. Key Takeaways • A mandatory assignment requiring students to use ChatGPT ethically and critically, verifying information with bibliographic references, yielded positive results. • Students demonstrated high satisfaction and relevance with the assignment, showing motivation beyond grade improvement. • The study revealed that students developed critical thinking skills and understood the need for validating ChatGPT’s information. • The findings suggest that integrating ChatGPT into education can positively impact student engagement and learning outcomes, particularly high-level thinking skills. • The research highlights the importance of integrating AI tools judiciously into educational practices, fostering critical thinking and ethical considerations. • Limitations of the study include its cross-sectional methodology and relatively small sample size. • Future research should explore guidelines and best practices for ChatGPT implementation in education, focusing on academic performance, assessment, ethical implications, and the impact on students' social and mental well-being. Costa, A. R., Lima, N., Viegas, C., & Caldeira, A. (2024). Critical minds: enhancing education with ChatGPT. Cogent Education, 11(1). https://bit.ly/4el1NsC https://bit.ly/4el1NsC

This article explores using digital textual analysis, informed by socio-cultural theories like Halliday's Systemic Functional Linguistics and Maton's Legitimation Code Theory, to enhance humanities and social sciences education, redefining teacher professionalism in the digital age while addressing ethical considerations. Key Takeaways • The article challenges the simplistic "teacher replacement" narrative in educational AI, advocating for a sociologically-driven approach to digital textual analysis that complements teachers' skills. • It proposes using digital textual analysis of both formal and informal learner texts (e.g., coursework, online communications) to map conceptual development and language use, informing classroom practice and assessment. • The authors emphasize ethical considerations, advocating for socially inclusive analysis techniques ensuring fairness, transparency, and inclusivity. • Several linguistic metrics are presented (Type-Token Ratio, analysis of low-frequency words, Mean Length of Utterance, regular vs. irregular grammar) for analyzing learner language, alongside the limitations and how these metrics inform Natural Language Processing (NLP) methodologies and AI tool development. • Maton's Legitimation Code Theory (LCT) and Halliday's Systemic Functional Linguistics (SFL) are proposed as theoretical frameworks to guide ethical and inclusive data analysis, ensuring that the pedagogical praxis is appropriately underpinned by ethical considerations. • The article stresses the importance of a redefinition of teacher professionalism, integrating data-driven inquiry while maintaining the holistic understanding of learners as individuals. • The integration of SFL and LCT into classroom practices is discussed, showcasing how these frameworks can enhance teaching and learning, and ultimately redefine teacher professionalism. Leaton Gray, S., & Cukurova, M. (2024). Teacher alchemy? The potential for combining digital and social methodologies in supporting learners in the humanities and social sciences. Cogent Education, 11(1). https://bit.ly/3NQuLFY https://bit.ly/3NQuLFY

GCU students and refugee children shower love on one another - GCU News https://bit.ly/3AqfwjU

Camp Thunder Valley Haunted House - GCU News https://bit.ly/3NOgYjc

During Grand Canyon University's Week of Service, celebrating its 75th anniversary, 31 students served 728 breakfast meals at St. Vincent de Paul https://bit.ly/4edzwnI

This research article proposes a framework for building trust in academic development, emphasizing credibility, identity development, and value creation as key components for fostering productive relationships between developers and faculty. Key Takeaways • The study focuses on building trust in academic development between developers and faculty. • A framework for building trust is proposed, emphasizing credibility, identity, and value. • Credibility, identity development, and adding value are identified as crucial elements for sustaining trust. • The authors share approaches used in a teaching and learning program to enhance credibility and value. • The study highlights the importance of developing participants' academic identity. • The article advocates for considering trust as a pivotal factor in building effective faculty relationships. Lee, A. M., & Ragupathi, K. (2024). Trust and ethos in academic development: Credibility, identity, and value. International Journal for Academic Development, 1–14. https://bit.ly/4f9yiLB https://bit.ly/4fg7Srq

Measuring Emotional Self-Efficacy of Students in Online Synchronous Teaching Environments in India: American Journal of Distance Education: Vol 0, No 0 - Get Access https://bit.ly/3NJi8fI

Assessment of Barriers to Educational Technology Acceptance https://bit.ly/3Uugr9V