Publication Date
| In 2025 | 2 |
Descriptor
| Credibility | 2 |
| Inclusion | 2 |
| Models | 2 |
| Trust (Psychology) | 2 |
| Access to Education | 1 |
| Accountability | 1 |
| Accuracy | 1 |
| Artificial Intelligence | 1 |
| Communities of Practice | 1 |
| Educational Development | 1 |
| Epistemology | 1 |
| More ▼ | |
Author
| Allison McDonald | 1 |
| Holly Gibbs | 1 |
| Jeanette Parsons | 1 |
| Kathleen Clarke | 1 |
| Marybeth White | 1 |
| Nicolas J. Tanchuk | 1 |
| Rebecca M. Taylor | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Canada | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkNicolas J. Tanchuk; Rebecca M. Taylor – Educational Theory, 2025
AI tutors are promised to expand access to personalized learning, improving student achievement and addressing disparities in resources available to students across socioeconomic contexts. The rapid development and introduction of AI tutors raises fundamental questions of epistemic trust in education. What criteria should guide students' critical…
Descriptors: Individualized Instruction, Artificial Intelligence, Technology Uses in Education, Tutors
Kathleen Clarke; Holly Gibbs; Allison McDonald; Jeanette Parsons; Marybeth White – International Journal for Academic Development, 2025
In this paper, we propose a model for cultivating trust through academic development programming involving Universal Design for Learning (UDL). A scaffolded design called 5R (Relevance, Reposition, Relationships, Reciprocity, and Reallocate) of academic development is described as it relates to the role of starting conversations and the eventual…
Descriptors: Trust (Psychology), Inclusion, Access to Education, Communities of Practice
