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Innovations in Education and Teaching International is a peer-reviewed journal published by Taylor & Francis, covering Online and Blended Learning, Evaluation of Teaching Practices, Reflective Practices in Education.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Innovations in Education and Teaching International 12 (3): 45–58.
Formats any DOI in Innovations in Education and Teaching International style. No sign-up. |
| Publishes research in | Online and Blended Learning Evaluation of Teaching Practices Reflective Practices in Education Innovative Teaching and Learning Methods Higher Education Practises and Engagement |
| ISSN | 1470-3297 |
| Citation impact (2-yr) | 2.97 |
| h-index | 92 |
| i10-index | 860 |
| Total citations | 46,695 |
| Top institutions publishing here | Anglia Ruskin University |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
The use of artificial intelligence in academia is a hot topic in the education field. ChatGPT is an AI tool that offers a range of benefits, including increased student engagement, collaboration, and accessibility. However, is also raises concerns regarding academic honesty and plagiarism. This paper examines the opportunities and challenges of using ChatGPT in higher…
ChatGPT is an AI tool that has sparked debates about its potential implications for education. We used the SWOT analysis framework to outline ChatGPT’s strengths and weaknesses and to discuss its opportunities for and threats to education. The strengths include using a sophisticated natural language model to generate plausible answers, self-improving capability, and providing personalised…
by M. Healey and A. Jenkins, York, Higher Education Academy, 2009, 152 pp., ISBN 978‐1‐905788‐99‐6 Healey and Jenkins have provided a comprehensive review of good practice in the field of undergrad...
This paper focuses on the potential of the learning aspects of assessment. The term ‘learning‐oriented assessment’ is introduced and three elements of it are elaborated: assessment tasks as learning tasks; student involvement in assessment as peer‐ or self‐evaluators; and feedback as feedforward. I also indicate how learning‐oriented assessment was promoted at the institutional level through…
This study investigated the effects of three types of interaction (academic, collaborative and social interaction)on learning, satisfaction, participation and attitude towards online learning in a Web-based instruction (WBI)environment.Academic interaction includes interaction between learners and online resources as well as task-oriented interaction between learners and instructor. Collaborative interaction among learners becomes possible when a group of…
