Skip to main content
SpringerLink
Log in

Can Generative AI Improve the Standardisation of Student Feedback Across a Business School Faculty?

  • Conference paper
  • First Online:
Learning Technology for Education Challenges (LTEC 2024)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 2082))

Included in the following conference series:

  • 30 Accesses

Abstract

The aim of this research is to investigate the faculty’s current digital capabilities and openness to using AI for enhancing feedback standardisation across academic disciplines. The research assesses the faculty’s digital literacy, behaviours, and initial perceptions of generative AI. Questionnaires were employed at different stages: before and after an informative presentation on the proposed AI methodology. Findings suggest that while there is a general openness to integrating AI in educational feedback, complexities related to digital literacy, technology adoption, and perceptions of AI must be carefully navigated.

This study contributes to understanding the preconditions for successful AI adoption in education, pointing towards the need for enhanced digital literacy and supportive frameworks that facilitate technological innovation while respecting the unique contributions of human educators. Future research will focus on developing strategies to bridge the digital capability gap and fully realise the potential of generative AI in standardising student feedback, thus aligning pedagogical practices with the evolving digital landscape in higher education.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 84.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Holmes, W., Bialik, M., Fadel, C.: Artificial intelligence in education: promise and implications for teaching and learning (2019)

    Google Scholar 

  2. Washburn, B.: How teachers can use ChatGPT to assess students and provide feedback (2023). https://brittanywashburn.com/2023/03/how-teachers-can-use-chatgpt-to-assess-students-and-provide-feedback/

  3. Kumar, R.: Faculty members’ use of artificial intelligence to grade student papers: a case of implications. Int. J. Educ. Integr. 19(9), (2023). https://doi.org/10.1007/s40979-023-00093-7

  4. Office for Students (2024). B metrics. https://www.officeforstudents.org.uk/

  5. Mardiana, H.: Lecturers in adopting digital literacy towards innovation technological change. Zien J. Soc. Sci. Hum. 1(1), 36–48 (2021)

    Google Scholar 

  6. Burnes, B.: Kurt Lewin and the planned approach to change: a re-appraisal. J. Manage. Stud. 41(6), 997–1002 (2004)

    Article  Google Scholar 

  7. Kotter, J.P.: Leading change: why transformation efforts fail. Eng. Manag. Rev. 37(3), 42–48 (1996)

    Google Scholar 

  8. Appelbaum, S.H., Habashy, S., Malo, J., Shafiq, H.: Back to the future: Revisiting Kotter’s 1996 change model. J. Manag. Dev. 31(8), 764–782 (2012). https://doi.org/10.1108/02621711211253231

    Article  Google Scholar 

  9. Hussain, S.T., et al.: Lewin’s change model: a critical review of the role of leadership and employee involvement in organizational change. J. Innov. Knowl. 3(3), 123–127 (2018)

    Article  Google Scholar 

  10. Prosci (2006). The Prosci ADKAR model. https://www.prosci.com/methodology/adkar

  11. Armenakis, A.A., Harris, S.G.: Reflections: our journey in organizational change research and practice. J. Chang. Manag. 9(2), 127–142 (2009). https://doi.org/10.1080/14697010902879079

    Article  Google Scholar 

  12. Verhoef, P.C., et al.: Digital transformation: a multidisciplinary reflection and research agenda. J. Bus. Res. 122, 889–901 (2021). https://doi.org/10.1016/j.jbusres.2019.09.022

    Article  Google Scholar 

  13. Anderson, C., Ellerby, W.: Digital maturity model (2018). Deloitte. https://www2.deloitte.com/content/dam/Deloitte/global/Documents/Technology-Media-Telecommunications/deloitte-digital-maturity-model.pdf

  14. Blau, I., Shamir-Inbal, T., Avdiel, O.: How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? Internet High. Educ. 45, 100722 (2020). https://doi.org/10.1016/j.iheduc.2019.100722

    Article  Google Scholar 

  15. Kabakus, A.K., Bahcekapili, E., Ayaz, A.: The effect of digital literacy on technology acceptance: an evaluation on administrative staff in higher education. J. Inf. Sci. (2023). https://doi.org/10.1177/01655515231116825

    Article  Google Scholar 

  16. Tinmaz, H., Lee, Y.T., Fanea-Ivanovici, M., Baber, H.: A systematic review on digital literacy. Smart Learn. Env. 9(1), 21 (2022).https://doi.org/10.1186/s40561-022-00173-4

  17. Zawacki-Richter, O., Marín, V.I., Bond, M., Gouverneur, F.: Systematic review of research on artificial intelligence applications in higher education – where are the educators? Int. J. Educ. Technol. High. Educ. 16(39), 3 (2019). https://doi.org/10.1186/s41239-019-0171-0

    Article  Google Scholar 

  18. Leefer, L.: ‘AI anxiety’ is on the rise—here’s how to manage it (2023). Scientific American. https://www.scientificamerican.com/article/ai-anxiety-is-on-the-rise-heres-how-to-manage-it/

  19. Chokwe, J.M.: Students’ and tutors’ perceptions of feedback on academic essays in an open and distance learning context. Open Praxis 7(1), 39 (2015). https://doi.org/10.5944/openpraxis.7.1.154

    Article  Google Scholar 

  20. Nicol, D.: From monologue to dialogue: improving written feedback processes in mass higher education. Assess. Eval. High. Educ. 35(5), 501–517 (2010). https://doi.org/10.1080/02602930902977779

    Article  Google Scholar 

  21. Dick, B.: Reflections on the SAGE encyclopaedia of action research and what it says about action research and its methodologies. Action Res. 13(4), 431–444 (2015). https://doi.org/10.1177/1476750315573593

    Article  Google Scholar 

  22. Pandey, P., Mishra Pandey, M.: Research Methodology: Tools and Techniques, 1st edn. Bridge Centre (2015)

    Google Scholar 

  23. British Educational Research Association: BERA (2018). https://www.bera.ac.uk/

  24. Martin, A.: DigEuLit – a European framework for digital literacy: a progress report. J. eLiteracy 2 (2005)

    Google Scholar 

  25. Gilster, P.: An excerpt from Digital Literacy (1997). https://d1wqtxts1xzle7.cloudfront.net/8413655/diglit-libre.pdf?1390855345=&response-content-disposition=inline%3B+filename%3DDigital_Literacy.pdf&Expires=1711494535&Signature=SDZ7ezDdI7OieZJbDmxXreiFrTCYiBc47FtwY1GCehqwu3Q~ijoi0MQ5hB2bEjpDQ6udevozj27Rh7ds

  26. Goundar, S.: Research methodology and research method. Victoria University of Wellington (2012)

    Google Scholar 

  27. Matos, J., et al.: Teaching and learning research methodologies in education: a systematic literature review. Educ. Sci. 13(173), (2023). https://doi.org/10.3390/educsci13030173

Download references

Author information

Authors and Affiliations

  1. School of Digital Technology, Innovation and Business, University Quarter, The Catalyst Building, Leek Road, Stoke-on-Trent, ST4 2DF, UK

    Craig Holdcroft

Authors
  1. Craig Holdcroft
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Craig Holdcroft .

Editor information

Editors and Affiliations

  1. Staffordshire University, Stoke-on-Trent, UK

    Lorna Uden

  2. Seinäjoki University of Applied Sciences, Seinäjoki, Finland

    Dario Liberona

Rights and permissions

Reprints and permissions

Copyright information

© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Holdcroft, C. (2024). Can Generative AI Improve the Standardisation of Student Feedback Across a Business School Faculty?. In: Uden, L., Liberona, D. (eds) Learning Technology for Education Challenges. LTEC 2024. Communications in Computer and Information Science, vol 2082. Springer, Cham. https://doi.org/10.1007/978-3-031-61678-5_26

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-61678-5_26

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-61677-8

  • Online ISBN: 978-3-031-61678-5

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation