Extended Explanation_ EduTechSphere Platform
Problem or opportunity the EduTechSphere addresses
Doctoral students face a number of problems during their studies (Pyhältö et al., 2012). Research conducted by Hytten et al. (2018) showed that the process of writing research, looking for appropriate resources, enhancing needed skills, and handling the thesis writing process can causes stress and anxiety for doctoral students.Schmohl et al. (2020) likewise discussed how university students face difficulties when writing papers. Storey (2023) emphasized how important academic writing is for finishing a dissertation. Also, Lubbe et al. (2005) pointed out that the obstacles encountered by doctorate students include a lack of comprehension regarding the fundamental nature of doctoral research as well as an initial lack of clarity about research methods. Moreover, the development of scholarly writing skills is a crucial component of higher education, but the growing number of graduate students consistently results in less individualized guidance during the thesis writing process (Schmohl et al., 2020). And, according to Schmohl et al. (2020), less individualized guidance will lead to poor research and decrease student motivation in the end. Furthermore, the doctoral process often lacks opportunities for interaction and communication with peers and mentors, especially in the dissertation stage. The solitary nature of the doctoral process causes feelings of delayed progress, overwhelming pressure, and a lack of peer-based social support for the student (Ali & Kohun, 2006). Doctoral students in the field of educational technology are no exception to these challenges. Although there are a large number of online resources, tools, and materials available to doctoral students, they appear to be fragmented and dispersed. This lack of organization results in the inefficient use of time and feelings of frustration. Furthermore, the constantly changing nature of research methodology demands ongoing learning and the development of a variety of research skills.
As the digital age continues to reshape our world, Artificial Intelligence (AI) has been integrated into many aspects of our everyday existence, leading to massive changes across all sectors (Golan et al., 2023). Academic research is an area that is witnessing significant promise for transformation through the use of Artificial Intelligence (AI). Churi et al. (2022) highlighted that AI technologies contribute to improving the efficiency of researchers in conducting research and writing academic content. According to Fumba (2023), the advent of AI-powered instruments has facilitated the progression of scholarly inquiry. Research conducted by Storey (2023) has pointed out that AI can speed up research and writing, make things more accurate and reliable, and encourage creativity and new ideas. AI tools can provide valuable assistance in streamlining research processes and enhancing citation practices, whether one aims to reduce time spent on research or improve citation efficiency. For example, there are some AI-based programs that aim to not only make research writing easier but also improve the quality of critical analysis. There are different AI tools that could be used in academic writing, either to assist authors in the writing process (e.g., Semantic Scholar, Elicit, Jenni AI) or to evaluate and assess the quality and validity of written work (Golan et al., 2023). These tools include grammar checks and writing aids such as Grammarly, QuillBot, Wordtune, and Jenni (Marzuki et al., 2023).
Audience served by the platform
The doctoral students in the field of educational technology (EdTech) are the main target audience of this platform.
How the platform addresses the problem or opportunity
The EduTechSphere platform will be the best solution for bridging the gap between the needs of doctoral students and the capabilities of artificial intelligence. The proposed comprehensive online platform aims to address these obstacles and provide a technology-supported solution that enhances the academic writing skills of doctoral students in educational technology. This platform gives students access to a wide range of academic resources, research tools, learning modules, discussion forums, expert mentorship tools, and built-in mechanisms for contacting specialized experts and receiving personalized feedback that fits their needs and develops their essential skills. Also, the platform will push doctoral students to learn in an interactive learning community and allow them to collaborate, share, and exchange knowledge and skills, which will improve their productivity, particularly at the dissertation stage. Maher et al. (2013) argued that the engagement of various individuals, including students, recent doctoral recipients, and faculty, in the group writing fostered the establishment of a dynamic intellectual community. It resulted in a significant increase in both the dedication to completing a degree and the intellectual productivity of students and faculty members as well (Maher et al., 2013). This suggested design of the platform aims to address the existing gaps and obstacles, facilitate communication and collaboration, and increase interactivity.
As the platform is enhanced by integrating Artificial Intelligence (AI) technologies and algorithms, its functionality will be further improved. There will be two different paths to using AI in the context of this platform: First, through the use of AI algorithms, the platform can analyze the writing patterns and preferences of individual users, offer personalized recommendations and feedback, and provide tailored suggestions for improvement. Second, some AI tools, applications, and programs that are already available online will be accessible on the platform to assist in automating certain tasks, such as proofreading, grammar checking, citation formatting, literature reviewing, data analysis, referencing, and citations, saving valuable time for doctoral students.
References
Ali, A., & Kohun, F. (2006). Dealing with isolation feelings in IS doctoral programs. International Journal of Doctoral Studies, 1(1), 21-33.
Bazrafkan, L., Shokrpour, N., Yousefi, A., & Yamani, N. (2016). Management of stress and anxiety among PhD students during thesis writing: a qualitative study. The health care manager, 35(3), 231-240.
Churi, P. P., Joshi, S., Elhoseny, M., & Omrane, A. (Eds.). (2022). Artificial intelligence in higher education: A practical approach. CRC Press.
FUMBA, O. (2023, June 10). 4 Ways AI Tools Enhance Your Academic Research. MUO. https://www.makeuseof.com/how-ai-tools-enhance-academic-research/
Golan, Roei & Reddy, Rohit & Muthigi, Akhil & Ramasamy, Ranjith. (2023). Artificial intelligence in academic writing: a paradigm-shifting technological advance. Nature Reviews Urology. 20. 10.1038/s41585-023-00746-x
Hytten, K., Schröer-Merker, E., Denfeld, S., Dhoomun, L., & Villacís Lozada, S. (2018). Promoting Student Partnership in a Postgraduate Environmental Management Programme Through Thesis Research and Writing Workshops. Teaching and Learning Together in Higher Education, 1(25), 3.
Kakarash, Zana. (2023). Top (FREE) Ai Tools for Research and Academic Writing 2023. 10.13140/RG.2.2.35513.34408.
Lubbe, Sam & Worrall, Les & Klopper, Rembrandt. (2005). Challenges in Postgraduate research: how doctorates come off the rails. 1. 241-262.
Maher, M., Fallucca, A., & Halasz, H. M. (2013). Write on! through to the Ph.D.: Using writing groups to facilitate doctoral degree progress. Studies in Continuing Education, 35, 193-208. https://doi.org/10.1080/0158037X.2012.736381
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469.
Pyhältö, K., Toom, A., Stubb, J., & Lonka, K. (2012). Challenges of becoming a scholar: A study of doctoral students' problems and well-being. International Scholarly Research Notices, 2012.
Schmohl, T., Watanabe, A., Fröhlich, N., & Herzberg, D. (2020, June). How Artificial Intelligence can improve the Academic Writing of Students. In Conference Proceedings. The Future of Education 2020.
Storey, Valerie. (2023). AI Technology and Academic Writing: Knowing and Mastering the “Craft Skills”. International Journal of Adult Education and Technology. 14. 1-15. 10.4018/IJAET.325795.
