Journal of Instructional Research

This systematic review analyzes the effectiveness of various peer assessment designs in higher education, finding strong evidence that formative peer feedback, assessor training, multiple iterations, and flexibility enhance learning outcomes, while evidence for anonymity and online versus offline settings remains mixed. Key Takeaways • Peer assessment, particularly formative peer feedback, significantly enhances learning outcomes when implemented effectively. • Several factors strongly improve peer assessment effectiveness: assessor training, multiple assessment iterations, assessment flexibility, collaborative assessment, and providing sufficient resources. • The effectiveness of anonymity, online versus offline settings, and peer marking shows mixed results, requiring further research. • Integrating peer assessment with self-assessment maximizes student learning. • Clear communication of assessment aims and alignment with learning outcomes improves student engagement. • Formative peer assessment is more effective than summative peer assessment due to less student resistance. • Educators should consider the interplay between various design elements and their institutional context when designing peer assessment processes. Fleckney, P., Thompson, J., & Vaz-Serra, P. (2024). Designing effective peer assessment processes in higher education: a systematic review. Higher Education Research & Development, 1–16. https://bit.ly/3BGG1Sk https://bit.ly/47V1Zxm

Three Grand Canyon University (GCU) student entrepreneurs—Lucas Patten, Mackenzy Leray, and Caleb McCandliss—were recognized on the 2024 AZ Inno Under 25 list for their innovative businesses, highlighting GCU's thriving entrepreneurial ecosystem and the success of its student-led ventures. Key Takeaways • Three GCU students were named to the 2024 AZ Inno Under 25 list, which honors young entrepreneurs. • The students' businesses include Powder Pal, Signature Tote Co., and Car Chap. • Their success is attributed in part to GCU's Canyon Ventures startup accelerator and Robert Vera's mentorship. • The students' achievements represent GCU's strong business program and entrepreneurial culture. • Mackenzy Leray's Signature Tote Co. focuses on sustainable, durable bags for grocery stores and customers. • Lucas Patten's Powder Pal won the Canyon Challenge and he now works at Canyon Ventures. • Caleb McCandliss, president of the IDEA Club, aims to inspire future entrepreneurs. https://bit.ly/3NbJ0Vu

361. Becoming a SoTL Scholar – tea for teaching https://bit.ly/3XRw3VW

To ensure successful AI adoption, organizations must prioritize five key value drivers: relevance and sustainability, financial gains, expandability, adoptability, and human efficiency. Key Takeaways • Many AI projects fail to deliver anticipated business value due to complex implementation, rapid technological change, and alignment challenges. • To maximize AI project success, organizations must focus on five critical value drivers that go beyond technical performance and address broader business impacts. • AI projects must be relevant, sustainable, and drive financial gains. • Expandability across multiple use cases and ease of adoption by nontechnical employees are essential for maximizing ROI. • AI should unlock human efficiency by automating repetitive tasks and freeing up human capital for more strategic work. https://bit.ly/3AX76As

Research reveals widespread gender bias in leading text embedding AI models, with varying degrees of bias across different models and professions, highlighting the urgent need for responsible AI development and deployment to mitigate unfair outcomes. Key Takeaways • Leading text embedding AI models from companies like Google, Amazon, and OpenAI exhibit varying degrees of gender bias. • Bias manifests in associating certain professions (e.g., "nurse" with female, "CEO" with male) with specific genders. • Even slight variations in wording can impact the model's gender associations. • Addressing AI bias requires a multi-pronged approach involving developers, businesses, and ongoing research. • Developers must prioritize bias mitigation strategies throughout the development lifecycle. • Businesses must critically evaluate models for bias and understand potential impacts on different groups. • This is just one facet of a larger challenge, as AI systems can perpetuate various forms of bias beyond gender. https://bit.ly/3Y2FIu2

This research study investigates the experiences of first-generation college students (FGCS) in online degree programs, focusing on their grit, social support, and use of campus resources, revealing a pattern of self-reliance and less connection to campus resources among online FGCS compared to their traditional counterparts. Key Takeaways • The study examined the experiences of first-generation college students (FGCS) in online versus traditional degree programs. • Researchers analyzed data from a survey of 412 FGCS, with 71 enrolled in online programs. • Online FGCS exhibited a greater reliance on self-support and less engagement with campus resources. • The study highlights the need for increased social support and improved access to virtual resources for online FGCS. • Enhancing academic confidence through virtual tutoring, mentoring, and peer groups is suggested. • Collaboration between educators and administrators is crucial in supporting online FGCS. • The findings underscore the unique challenges faced by online FGCS and the importance of tailored support strategies. Stevenson, E., Reid, C., & Binion, S. (2024). Diversity and grit: First-Generation college students in online degree programs. American Journal of Distance Education, 1–12. https://bit.ly/3XR6dRV https://bit.ly/3zGcgR6

A study comparing pre- and post-Covid digital skills of Austrian first-year university students found only a significant increase in digital signature skills, despite widespread distance learning; a MOOC on digital skills was implemented in response. Key Takeaways • A study analyzed the digital skills of first-year students at Graz University of Technology (TU Graz) before and after Covid-19 distance learning phases. • Pre-Covid data (n=921) came from a larger study (n=4,676), while post-Covid data was collected in a 2021 survey (n=1,207). • The only significant change observed was an increased proficiency in using digital signatures. • The study highlights the development of a massive open online course (MOOC) on digital skills at TU Graz. • Digital skills are considered essential for participation in daily life and work, and for university enrollment. • Prior research by the same team tracked decreasing email use and increasing use of learning videos among students. • The research aimed to determine how digital competencies changed between the pre- and post-Covid student cohorts. Ebner, M., Mair, B., Nagler, W., Schön, S., & Edelsbrunner, S. (2024). Evolving Digital Skills of first-year students: A Pre-and Post-Covid Analysis. zfhe, 45. https://bit.ly/3XNW4W1 https://bit.ly/3X2eseH

The proceedings of the 19th European Conference on Technology Enhanced Learning (EC-TEL 2024) are published in two volumes, focusing on effective technology adoption in education, ethical concerns, and the digital divide, aiming to achieve the UN's Sustainable Development Goal for inclusive and equitable quality education. Key Takeaways • The book contains proceedings from the 19th European Conference on Technology Enhanced Learning (EC-TEL 2024), held in Krems, Austria in September 2024. • The proceedings include 37 full papers, 25 poster papers, and 10 demo papers, selected from 140 submissions. • The conference theme explored the role of Technology-Enhanced Learning (TEL) in achieving the UN's Sustainable Development Goal for inclusive and equitable quality education. • Key topics covered include artificial intelligence, virtual reality, collaborative learning, and learning analytics. • The book is available as an eBook (USD 74.99) and a softcover book (USD 89.99). • Several research papers are detailed in the table of contents, covering diverse aspects of technology-enhanced learning. • The editors are Rafael Ferreira Mello, Nikol Rummel, Ioana Jivet, Gerti Pishtari, and José A. Ruipérez Valiente. https://bit.ly/4gHI60t

Social capital and postgraduate EFL students’ academic performance | Emerald Insight https://bit.ly/3Y58DOc

Strategies Used by Educational Technology Faculty to Mentor Online Doctoral Students in Research Experiences: American Journal of Distance Education: Vol 0, No 0 - Get Access https://bit.ly/4dsFxg5