A Constructivist Model for Leveraging GenAI Tools for Individualized, Peer-simulated Feedback on Student Writing

Abby McGuire, Warda Qureshi, Mariam Saad
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Abstract


Building on previous research that has demonstrated close connections between constructivism, technology, and artificial intelligence, this article investigates the constructivist underpinnings of strategically integrating GenAI experiences in higher educational contexts to catalyze student learning. This study presents a new model for leveraging GenAI tools, for individualized, formative, peer-simulated feedback in graduate-level courses in higher education. This exploratory study presents graduate student reflections about the process and product created using ChatGPT for formative feedback with an instructor-generated prompt for an organizational behavior course. An analysis of student reflections and examples of ChatGPT-generated peer-simulated feedback, as well as an examination of ethical considerations, offer insights into the learning potential of utilizing GenAI tools for peer-simulated feedback in graduate-level courses. 


Keywords


Constructivism, Artificial intelligence, Digital pedagogy, Formative feedback, Digital literacy

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References


McGuire, A., Qureshi, W., & Saad, M. (2024). A constructivist model for leveraging GenAI tools for individualized, peer-simulated feedback on student writing. International Journal of Technology in Education (IJTE), 7(2), 326-352. https://doi.org/10.46328/ijte.639




DOI: https://doi.org/10.46328/ijte.639

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International Journal of Technology in Education (IJTE) - ISSN:2689-2758

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International Society for Technology, Education and Science (ISTES)

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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.