Cross-Disciplinary Research on Learning and Instruction – Coming to Terms

Heitzmann, Nicole; Opitz, Ansgar; Stadler, Matthias; Sommerhoff, Daniel; Fink, Maximilian; Obersteiner, Andreas; Schmidmaier, Ralf; Neuhaus, Birgit J.; Ufer, Stefan; Seidel, Tina; Fischer, Martin R.; Fischer, Frank

doi:10.3389/fpsyg.2021.562658

Cited by 9 publications

(5 citation statements)

References 36 publications

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“…Despite these specificities of using NLP for supporting peer‐feedback, the developed scheme might as well be beneficial for facilitating other cross‐disciplinary collaboration at the intersection of NLP and education, such as automating adaptive learner support for educational contexts other than peer‐feedback (eg, supporting essay writing) and for developing teaching support for instructors (eg, dashboards for teachers or lecturers). However, while a joint terminology and framework can facilitate cross‐disciplinary research (Heitzmann et al, 2021), the generalizability of the suggested scheme for further cross‐disciplinary collaborations between NLP and education remains to be explored. A major challenge and research direction concerning NLP entails handling data scarcity . Modern NLP is driven by the availability of data; however, compared to other application areas of NLP, such as news and social networks, peer‐feedback data is scarce.…”

Section: Current Challenges and A Research Agendamentioning

confidence: 99%

Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda

Bauer

Greisel

Kuznetsov

et al. 2023

Brit J Educational Tech

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Advancements in artificial intelligence are rapidly increasing. The new‐generation large language models, such as ChatGPT and GPT‐4, bear the potential to transform educational approaches, such as peer‐feedback. To investigate peer‐feedback at the intersection of natural language processing (NLP) and educational research, this paper suggests a cross‐disciplinary framework that aims to facilitate the development of NLP‐based adaptive measures for supporting peer‐feedback processes in digital learning environments. To conceptualize this process, we introduce a peer‐feedback process model, which describes learners' activities and textual products. Further, we introduce a terminological and procedural scheme that facilitates systematically deriving measures to foster the peer‐feedback process and how NLP may enhance the adaptivity of such learning support. Building on prior research on education and NLP, we apply this scheme to all learner activities of the peer‐feedback process model to exemplify a range of NLP‐based adaptive support measures. We also discuss the current challenges and suggest directions for future cross‐disciplinary research on the effectiveness and other dimensions of NLP‐based adaptive support for peer‐feedback. Building on our suggested framework, future research and collaborations at the intersection of education and NLP can innovate peer‐feedback in digital learning environments. Practitioner notesWhat is already known about this topic There is considerable research in educational science on peer‐feedback processes. Natural language processing facilitates the analysis of students' textual data. There is a lack of systematic orientation regarding which NLP techniques can be applied to which data to effectively support the peer‐feedback process. What this paper adds A comprehensive overview model that describes the relevant activities and products in the peer‐feedback process. A terminological and procedural scheme for designing NLP‐based adaptive support measures. An application of this scheme to the peer‐feedback process results in exemplifying the use cases of how NLP may be employed to support each learner activity during peer‐feedback. Implications for practice and/or policy To boost the effectiveness of their peer‐feedback scenarios, instructors and instructional designers should identify relevant leverage points, corresponding support measures, adaptation targets and automation goals based on theory and empirical findings. Management and IT departments of higher education institutions should strive to provide digital tools based on modern NLP models and integrate them into the respective learning management systems; those tools should help in translating the automation goals requested by their instructors into prediction targets, take relevant data as input and allow for evaluating the predictions.

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Section: Current Challenges and A Research Agendamentioning

confidence: 99%

Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda

Bauer

Greisel

Kuznetsov

et al. 2023

Brit J Educational Tech

Self Cite

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“…A team of scholars from various departments (Heitzmann et al, 2021) stress that because "learning and instruction in higher education" belong to "complex phenomena" it "cannot be well addressed by one discipline alone" (Heitzmann et al, 2021). In particular, they advocate the convergence of efforts of psychologists, educational scientists and experts in the subject matter domains (Heitzmann et al, 2021). Similarly, R. Barnett points out that "the Humanities face challenges and their role needs to be recast.…”

Section: Studies On the Specialization And Cross-disciplinarity In Sc...mentioning

confidence: 99%

“…The statement that "Cross-disciplinary research collaborations in the context of learning and instruction are of critical importance to address the complex problems of 21st century education" (Heitzmann et al, 2021) can be taken as a methodological cornerstone to establish a conceptual framework for consistent cross-disciplinary approach to case studies in CPD for university lecturers.…”

Section: Conceptual Contextmentioning

confidence: 99%

Towards Establishing a Conceptual Framework for Cross-Disciplinary Approach to Case Studies in Continuing Professional Development of University Lecturers

BORM¹,

GRYNOVA²,

LUNYOVA³

et al. 2022

SOURCES

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The article addresses the issue of developing a continuing professional development programme (CPD) for university lecturers that will embrace a cross-disciplinary approach to case studies. First, it dwells upon the research and reflections in the domains of CPD for educators, cross-disciplinarity in science and case study as a methodology and builds upon the relevant benchmarking findings within the UTTERLY project. Then, it provides reflections on the UTTERLY project CPD course that had the case of the Arctic studies in the University of Versailles Saint Quentin-en-Yvelines in its core and required the application of the cross-disciplinary approach on the part of the course participants. Further on, the conceptual background for the arguments in favour of the cross-disciplinary approach to case studies included into CPD programmes is sought for in Humboldtian model of higher education and Jean Malaurie’s idea and ideal of the university. Arguments to advocate the application of a cross-disciplinary approach to case studies included into a CPD programme are put forward. It is suggested that the conceptual framework for cross-disciplinary approach to case studies in continuing professional development of university lecturers should be grounded upon the concepts of “flexibility”, “holistic approach”, “appreciation of diversity”, and “attention to the uniqueness of needs of educators and their students”.

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“…Sudikan (2015) states that the multidisciplinary approach involves juxtaposition but only a few linkages between the disciplines. Cross-disciplinary involves real interaction across disciplines, even though the level and nature are very diverse or varied (Heitzmann et al, 2021).…”

Section: Inter and Multidisciplinary Islamic Studiesmentioning

confidence: 99%

Problems and Implementation of Multidisciplinary Islamic Studies

et al. 2022

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The purpose of this study was to find out the stakeholders' understanding of the IAI An Nur Lampung Postgraduate Doctoral Program stakeholders towards multidisciplinary Islamic studies, what the problems faced by the IAI An Nur Lampung Postgraduate Doctoral Program in implementing Multidisciplinary Islamic Studies and the design of appropriate multidisciplinary Islamic studies to be implemented in the Postgraduate Doctoral Program. IAI An Nur Lampung. This type of research is descriptive and qualitative with data sources from online media, print media, journal articles, and books. This study found that most of the stakeholders of the Postgraduate Doctoral Program of IAI An Nur Lampung have a good understanding of inter-and multidisciplinary Islamic studies; problems in the implementation of inter- and multidisciplinary Islamic studies exist in four aspects: student aspects, lecturer aspects, curriculum aspects, and carrying capacity and policy aspects. Therefore, further studies and developments are needed in various aspects to realize a multi-talented university. The transformation of STAI An Nur into IAI An Nur Lampung has changed the epistemology of science. These changes need to be translated and poured into various levels of academic practice so that the academic community at IAI An Nur Lampung can understand and implement these changes and expectations. Studies at IAI An Nur Lampung must also be oriented towards the institute's new paradigm. One of them is the Postgraduate Doctoral Program, which seeks to develop inter, multi, and transdisciplinary Islamic studies at the doctoral program level.

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Cross-Disciplinary Research on Learning and Instruction – Coming to Terms

Cited by 9 publications

References 36 publications

Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda

Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda

Towards Establishing a Conceptual Framework for Cross-Disciplinary Approach to Case Studies in Continuing Professional Development of University Lecturers

Problems and Implementation of Multidisciplinary Islamic Studies

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