Abstract
Within the past decade, enormous strides have been made related to the disruptive effect of AI in education and have grown exponentially. Recent developments in GenAI conversational models have highlighted the need to investigate this phenomenon in different contexts. This prompted the author to investigate academics’ views of ChatGPT as a GenAI-based conversation tool at an institution of higher learning. An exploratory qualitative design study foregrounded the constructivist-interpretative perspective and a sample of eight participants was purposively selected. Semi-structured interviews were generated by Microsoft Teams (transcribed), recordings were downloaded, and themes were identified as guided by the thematic analysis process. Participants echoed sentiments of the usefulness of generative AI tools in promoting advancing teaching and learning experiences. An awareness of and ethical considerations for using generative AI tools are important considerations before adopting chatbots. To prevent the unethical behaviour of students, it is necessary to create and adopt measures to prevent academic dishonesty. Further research is needed to build on recent gains in academic awareness of GenAI tools for teaching and learning.
Presenters
Micheal M Van WykProfessor, Curriculum and Instructional Studies, University of South Africa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2024 Special Focus—People, Education, and Technology for a Sustainable Future
KEYWORDS
Academic Dishonesty, Artificial Intelligence, GenAI, Exploratory Qualitative Design
