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

Authors

DOI:

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

Keywords:

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

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. 

Author Biographies

Abby McGuire, Central Michigan University

Abby McGuire is a lecturer in the Master of Science in Administration Program at Central Michigan University.

Warda Qureshi, Central Michigan University

Warda QureshiCentral Michigan UniversityEHS 334Mount Pleasant, Michigan 48859Qures1w@cmich.eduPhone: 989-774-6525, Fax: 989-774-2575ORCID-ID: 0009-0005-5475-9877  

Mariam Saad, Central Michigan University

Mariam SaadCentral Michigan UniversityEHS 334Mount Pleasant, Michigan 48859Saad1m@cmich.eduPhone: 989-774-6525, Fax: 989-774-2575ORCID-ID: 0009-0003-9266-106

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

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Published

2024-03-30

Issue

Vol. 7 No. 2 (2024)

Section

Articles

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