Astrid Schmulian
Biographic Data
| ID | 8901835 |
|---|---|
| NAME | Astrid Schmulian |
| GIVEN NAMES | Astrid |
| FAMILY NAME | Schmulian |
| SIGNATURE | SCHMULIAN A |
| AFFILIATIONS | University of Pretoria |
| ORCID | 0000-0003-4946-3076 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Exploring the use of artificial intelligence (AI) in the delivery of effective feedback
Providing effective feedback in large settings presents significant challenges due to time and resource constraints. Given the importance of feedback in competency-based higher education, innovative solutions are essential. This study explores the integration of artificial intelligence (AI) to enhance feedback delivery. The research focuses on the development of a custom prompt for GPT-4 within a no-code web application, designed to deliver AI-ge…
Accounting Students in the Role of Equal-Status Team Teacher for the Purpose of Knowledge and Competency Development
This study investigates the impact of engaging accounting students in a team-teaching role on their knowledge and competency development in a higher education setting. The research quantifies the knowledge gains from this learning-by-team-teaching intervention and explores students’ experiences with this intervention through survey data. The findings suggest that engaging students in a team-teaching role, specifically a sequential equal-status te…
Talking during a test?! Embracing mobile instant messaging during assessment
This study reports on the incorporation of mobile instant messaging (MIM) in assessments, as a collaborative learning tool, to enable students to socially construct knowledge and develop their collaborative problem solving competence, while being assessed individually. In particular, this study explores: what is the extent and timing of students’ use of MIM to communicate with other students while being assessed individually? What communicative a…
Developing digital creativity through authentic assessment
Digital creativity, the use of digital tools and technologies to explore creative ideas and new ways of displaying your ideas, research or work, is emerging as an important competency for graduates across many disciplines. The development of digital creativity competency in domains traditionally perceived as being less creative, including the accounting profession, has yet to be explored. This study reports on the use of an authentic assessment f…
Prediction-Based Student Evaluations of Teaching as an Alternative to Traditional Opinion-Based Evaluations
The validity of traditional opinion-based student evaluations of teaching (SETs) may be compromised by inattentive responses and low response rates due to evaluation fatigue, and/or by personal response bias. To reduce the impact of evaluation fatigue and personal response bias on SETs, this study explores peer prediction-based SETs as an alternative to opinion-based SETs in a multicultural environment. The results suggest that statistically sign…
Students’ experience of team assessment with immediate feedback in a large accounting class
Team assessment has been suggested as a competency-based collaborative learning technique. Critical to the success of an assessment for learning, in competency-based education, is the use of formative feedback. This study reports on the development of, and the students’ experience of, a Team Assessment with Immediate Feedback (TAIF), in which immediate formative feedback is provided to the students by their peers and the assessment instrument (th…
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Prediction-Based Student Evaluations of Teaching as an Alternative to Traditional Opinion-Based Evaluations
The validity of traditional opinion-based student evaluations of teaching (SETs) may be compromised by inattentive responses and low response rates due to evaluation fatigue, and/or by personal response bias. To reduce the impact of evaluation fatigue and personal response bias on SETs, this study explores peer prediction-based SETs as an alternative to opinion-based SETs in a multicultural environment. The results suggest that statistically sign…
Students’ experience of team assessment with immediate feedback in a large accounting class
Team assessment has been suggested as a competency-based collaborative learning technique. Critical to the success of an assessment for learning, in competency-based education, is the use of formative feedback. This study reports on the development of, and the students’ experience of, a Team Assessment with Immediate Feedback (TAIF), in which immediate formative feedback is provided to the students by their peers and the assessment instrument (th…
Talking during a test?! Embracing mobile instant messaging during assessment
This study reports on the incorporation of mobile instant messaging (MIM) in assessments, as a collaborative learning tool, to enable students to socially construct knowledge and develop their collaborative problem solving competence, while being assessed individually. In particular, this study explores: what is the extent and timing of students’ use of MIM to communicate with other students while being assessed individually? What communicative a…
Developing digital creativity through authentic assessment
Digital creativity, the use of digital tools and technologies to explore creative ideas and new ways of displaying your ideas, research or work, is emerging as an important competency for graduates across many disciplines. The development of digital creativity competency in domains traditionally perceived as being less creative, including the accounting profession, has yet to be explored. This study reports on the use of an authentic assessment f…
Accounting Students in the Role of Equal-Status Team Teacher for the Purpose of Knowledge and Competency Development
This study investigates the impact of engaging accounting students in a team-teaching role on their knowledge and competency development in a higher education setting. The research quantifies the knowledge gains from this learning-by-team-teaching intervention and explores students’ experiences with this intervention through survey data. The findings suggest that engaging students in a team-teaching role, specifically a sequential equal-status te…
Exploring the use of artificial intelligence (AI) in the delivery of effective feedback
Providing effective feedback in large settings presents significant challenges due to time and resource constraints. Given the importance of feedback in competency-based higher education, innovative solutions are essential. This study explores the integration of artificial intelligence (AI) to enhance feedback delivery. The research focuses on the development of a custom prompt for GPT-4 within a no-code web application, designed to deliver AI-ge…
Psychology (6 works) · Pedagogy (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Accounting Education and Careers (3 works) · Medical education (3 works) · Reflective Practices in Education (3 works) · Student Assessment and Feedback (3 works) · Medicine (2 works) · Online and Blended Learning (2 works)