ABOUT JIR

Scope and Focus

JIR features theoretical and empirically-based research articles, case studies, and classroom innovations relevant to best practices in post-secondary instruction (including teaching, learning and assessment). Manuscripts must be supported with theoretical justification, evidence, and/or research; qualitative and quantitative inquiry methods are appropriate. Manuscripts must be appropriately grounded within relevant literature.

Target Audience

Manuscripts published in JIR are relevant to a broad audience of college faculty and administrators. Readers benefiting from JIR include full-time, part-time, face-to-face, hybrid, and online faculty. As a cross-disciplinary journal, JIR emphasizes topics and articles that are generalizable across a range of disciplines.

Indexing and Promotion

To facilitate article dissemination, JIR is indexed via:

• Education Resources Information Center (ERIC)
• EBSCO host

2024 Special Edition

Journal of Instructional Research (JIR) Special Issue on Generative AI and Scholarship of Teaching and Learning (SoTL) Research

Submission Deadline: February 1, 2024

The Journal of Instructional Research (JIR) is pleased to announce a special issue focusing on Generative AI and Scholarship of Teaching and Learning (SoTL) research. This special issue aims to explore the intersection between Generative Artificial Intelligence (AI) and the Scholarship of Teaching and Learning, highlighting innovative approaches, methodologies, and findings in this rapidly evolving field. We invite researchers, educators, and practitioners to contribute their original work to this special issue.

Theme and Scope: Generative AI refers to the development of AI systems capable of generating creative and novel content, such as images, music, text, or multimedia. This special issue seeks to examine the application of generative AI techniques in the context of instructional research and SoTL. We encourage submissions that explore the potential of generative AI in various educational settings, particularly in higher education, though also considering faculty professional development, and lifelong learning.

The topics of interest for this special issue include, but are not limited to:

1. Applications of generative AI in instructional design and development
2. Adaptive learning environments using generative AI techniques
3. Augmented and virtual reality applications incorporating generative AI
4. Ethical considerations and implications of generative AI in education
5. Assessment and evaluation of generative AI-based instructional interventions
6. Case studies and best practices in integrating generative AI in teaching and learning
7. Teacher professional development and training in generative AI
8. Learner engagement and motivation through generative AI technologies
9. Pedagogical frameworks and models for integrating generative AI

Submission Guidelines: Papers submitted to this special issue must be original and not published or under review elsewhere. Authors are invited to follow the guidelines provided by the Journal of Instructional Research, available on the journal's website. All submissions will undergo a rigorous peer-review process to ensure the quality and relevance of accepted articles.

Important Dates: Submission Deadline: February 1, 2024 Public Review Periods during: October 2023, March 2024 Expected Publication: August 2024

Please direct any inquiries regarding this special issue to [email protected]

We look forward to receiving your submissions and contributing to the advancement of knowledge in Generative AI and Scholarship of Teaching and Learning research.

To submit your manuscript for publication consideration, view the submission guidelines and link at: http://cirt.gcu.edu/jir/submissionguidelines. Deadline for submission  is February 1, 2024.

Editorial Advisory Board

• Amber Dailey-Hebert, PhD, Park University, USA, AD[email protected]
• Amy Benton, PhD, Samford University, USA, 
• Ann H. Taylor, PhD, Penn State University, USA, [email protected] 
• Emily Donnelli-Sallee, PhD, Park University, USA, [email protected]
• Eric Klein, Ph.D, Ashford University, USA, [email protected]
• Jeff Cranmore, PhD, Grand Canyon University, USA, [email protected] 
• Melanie Meyer, PhD, John Hopkins University, [email protected] 
• Meredith Rae Critchfield, PhD, Grand Canyon University, USA, [email protected]
• Steven J. McGahan, M.S.Ed, University of Nebraska, Kearney, USA, [email protected]

Journal of Instructional Research (JIR) is an Open Access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of Open Access.