Successful PhD Completion by Joana Heil
The research project addressed a critical challenge: the transition from traditional assessment of learning to sustainable online assessment and learning support.
Through a multi-method framework, including a systematic review, an international survey study, a quasi-experiment, and qualitative teacher interviews, the research project highlights that digital disruption in higher education is a vital momentum for pedagogical redesign. 🚀
Key Empirical Insights:
🔹 Feedback Literacy: A crucial determinant in how students internalize and act upon self, peer, and teacher feedback.
🔹 AI Competence: Individual AI literacy significantly influences how students perceive and evaluate GenAI tools in assessment contexts.
🔹 Systemic Transformation: Online assessment is not merely a tool for efficiency but a catalyst for redesigning active engagement and formative feedback loops. 📊
The findings provide evidence-based guidelines for stakeholders to foster learning-oriented assessment environments that are resilient to the challenges of the AI era. 💡
We are looking forward to continuing the dialogue on how data-driven insights can reshape organizational learning and student success. 🏛️
Check out the related papers here:
📚 Heil, J., & Ifenthaler, D. (2023). Online assessment for supporting learning and teaching in higher education: a systematic review. Online Learning, 27(1), 187–218. https://doi.org/10.24059/olj.v27i1.3398
📚 Heil, J., Ifenthaler, D., Cooper, M., Mascia, M. L., Conti, R., & Penna, M. P. (2025). Students' perceived impact of GenAI tools on learning and assessment in higher education: The role of individual AI competence. Smart Learning Environments, 12, 37. https://doi.org/10.1186/s40561-025-00395-0
📚 Heil, J., & Ifenthaler, D. (2025). Effects of teacher, peer and self-feedback on student improvement in online assessment: the role of individuals’ presumptions and feedback literacy. Assessment & Evaluation in Higher Education, 1–20. https://doi.org/10.1080/02602938.2025.2530452