Leveraging AI-Powered Virtual Meeting Summaries: Towards an Evidence-Based Classroom Observation Assessment

Authors

  • Arlene Mae CELESTIAL VALDERAMA Jose Rizal University Author

DOI:

https://doi.org/10.58459/icce.2024.5053

Abstract

The rising integration of generative Al in teaching and learning processes has become a significant focus for educational institutions in both public and private sectors. Online learning and teaching have become the trend since 2020 due to Covid-19. Education modality in most higher education institutions have adapted and embraced teaching using virtual meetings until present time using the hybrid mode. In hybrid flexible mode of teaching, faculty preferences include synchronous online, face-to-face, and asynchronous online options. Promoting a healthy post-conference agreement between the faculty and the supervisor ratings in classroom observations improves productivity in performance. This study explores the integration of Al-generated summary content as supporting evidence for evaluator ratings in faculty classroom observation reports.

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Published

2024-11-25

How to Cite

Leveraging AI-Powered Virtual Meeting Summaries: Towards an Evidence-Based Classroom Observation Assessment. (2024). International Conference on Computers in Education. https://doi.org/10.58459/icce.2024.5053