Staff profile

Jasper has a background in English Language Education (ELE), Computational Linguistic Analysis, Sociology, and Discourse Analysis. Jasper's research interests cover the relationships and interactions between education, language, and society, as well as the ways that new technologies such as Artificial Intelligence (AI) are impacting educational and scholarly practice. 

Before joining Durham, Jasper held senior academic leadership positions in both Vietnam and Singapore, overseeing the delivery of pathway programmes for thousands of students studying for international qualifications, as well as teaching on a wide variety of undergraduate and postgraduate modules and conducting research. 

Jasper holds a BA in English Language, and an MA and PhD in Social Sciences, as well as a PGCert in Education and Cambridge Certificates in English Language Teaching. Jasper has spent time as an examiner for high-stakes international English examinations, and as a teacher-trainer for large-scale internationally funded campaigns to promote digital literacy among state-school educators in Vietnam. Jasper is a Senior Fellow of Advance HE (SFHEA). At present, Jasper's research focuses on promoting Critical Digital Literacy (CDL) in the era of Generative Artificial Intelligence (GenAI) through frameworks such as the AI Assessment Scale (AIAS), of which he is a co-creator.  His work can be found in multiple leading international journals, as well as in international news outlets.  

Chapter in book

• Roe, J., Perkins, M., Wong, C., & Chonu, G. K. (2024). Perspectives on academic integrity in the ASEAN region. In S. E. Eaton (Ed.), Second Handbook of Academic Integrity (61-76). Springer Nature Switzerland Cham. https://doi.org/10.1007/978-3-031-54144-5

Journal Article

• Roe, J., Perkins, M., & Furze, L. (2024). Deepfakes and higher education: A research agenda and scoping review of synthetic media. Journal of University Teaching and Learning Practice, 21(10), 1-22. https://doi.org/10.53761/2y2np178
• Perkins, M., & Roe, J. (2024). Decoding academic integrity policies: A corpus linguistics investigation of AI and other technological threats. Higher Education Policy, 37, 633-653. https://doi.org/10.1057/s41307-023-00323-2
• Roe, J., O'Sullivan, D., Arumynathan, P., & Kappen, B. (2024). Paraphrase or plagiarism? Exploring EAP students’ use of source material in a transnational university context. Journal of Applied Learning & Teaching, 7(2), 232-245. https://doi.org/10.37074/jalt.2024.7.2.11
• Roe, J., Thirumaran, K., Wong, C., & Mohammadi, Z. (2024). Exploring the intersection of religious festivals and tourism approaches: a scoping review. International Journal of Tourism Anthropology, 9(3), 237-260. https://doi.org/10.1504/IJTA.2024.138917
• Perkins, M., Furze, L., Roe, J., & MacVaugh, J. (2024). The Artificial Intelligence Assessment Scale (AIAS): A framework for ethical integration of generative AI in educational assessment. Journal of University Teaching and Learning Practice, 21(6), https://doi.org/10.53761/q3azde36
• Perkins, M., Roe, J., Postma, D., McGaughran, J., & Hickerson, D. (2024). Detection of GPT-4 generated text in higher education: Combining academic judgement and software to identify generative AI tool misuse. Journal of Academic Ethics, 22, 89-113. https://doi.org/10.1007/s10805-023-09492-6
• Perkins, M., & Roe, J. (2024). Academic publisher guidelines on AI usage: A ChatGPT supported thematic analysis. F1000Research, 12, Article 1398. https://doi.org/10.12688/f1000research.142411.2
• Perkins, M., & Roe, J. (2024). The use of Generative AI in qualitative analysis: Inductive thematic analysis with ChatGPT. Journal of Applied Learning & Teaching, 7(1), 390-395. https://doi.org/10.37074/jalt.2024.7.1.22
• Roe, J., Perkins, M., Chonu, G. K., & Bhati, A. (2024). Student perceptions of peer cheating behaviour during COVID-19 induced online teaching and assessment. Higher Education Research & Development, 43(4), 966-980. https://doi.org/10.1080/07294360.2023.2258820
• Roe, J., Perkins, M., & Ruelle, D. (2024). Is GenAI the Future of Feedback? Understanding Student and Staff Perspectives on AI in Assessment. Intelligent Technologies in Education (ITEd), https://doi.org/10.70770/rzzz6y35
• Perkins, M., Roe, J., Vu, B. H., Postma, D., Hickerson, D., McGaughran, J., & Khuat, H. Q. (2024). Simple techniques to bypass GenAI text detectors: implications for inclusive education. International Journal of Educational Technology in Higher Education, 21, Article 53. https://doi.org/10.1186/s41239-024-00487-w
• Roe, J. (2023). Towards an understanding of institutionality, culture, and organization in relation to power in discourse studies. Journal of Multicultural Discourses, 18(1), 78-86. https://doi.org/10.1080/17447143.2023.2209053
• Roe, J., & Perkins, M. (2023). ‘What they’re not telling you about ChatGPT’: exploring the discourse of AI in UK news media headlines. Humanities and Social Sciences Communications, 10, Article 753. https://doi.org/10.1057/s41599-023-02282-w
• Roe, J., & Perkins, M. (2022). What are Automated Paraphrasing Tools and how do we address them? A review of a growing threat to academic integrity. International Journal for Educational Integrity, 18, Article 15. https://doi.org/10.1007/s40979-022-00109-w
• Roe, J., & Perkins, M. (2020). Learner autonomy in the Vietnamese EAP context. Asian Journal of University Education, 16, 13-21
• Perkins, M., Gezgin, U. B., & Roe, J. (2020). Reducing plagiarism through academic misconduct education. International Journal for Educational Integrity, 16(3), 1-15. https://doi.org/10.1007/s40979-020-00052-8
• Perkins, M., Gezgin, U. B., & Roe, J. (2018). Understanding the relationship between language ability and plagiarism in non-native English speaking business students. Journal of Academic Ethics, 16, 317-328. https://doi.org/10.1007/s10805-018-9311-8