Document Type

Journal Article

Publication Title

Journal of Applied Learning & Teaching

Publisher

Kaplan Higher Education Academy, Singapore

School

Centre for Learning and Teaching / Library Services Centre

RAS ID

54769

Comments

Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning & Teaching, 6(1), 1-10. https://doi.org/10.37074/jalt.2023.6.1.17 https://doi.org/10.37074/jalt.2023.6.1.17

Abstract

The release of ChatGPT has sparked significant academic integrity concerns in higher education. However, some commentators have pointed out that generative artificial intelligence (AI) tools such as ChatGPT can enhance student learning, and consequently, academics should adapt their teaching and assessment practices to embrace the new reality of living, working, and studying in a world where AI is freely available. Despite this important debate, there has been very little academic literature published on ChatGPT and other generative AI tools. This article uses content analysis to examine news articles (N=100) about how ChatGPT is disrupting higher education, concentrating specifically on Australia, New Zealand, the United States, and the United Kingdom. It explores several key themes, including university responses, academic integrity concerns, the limitations and weaknesses of AI tool outputs, and opportunities for student learning. The data reveals mixed public discussion and university responses, with a focus mainly on academic integrity concerns and opportunities for innovative assessment design. There has also been a lack of public discussion about the potential for ChatGPT to enhance participation and success for students from disadvantaged backgrounds. Similarly, the student voice is poorly represented in media articles to date. This article considers these trends and the impact of AI tools on student learning at university.

DOI

10.37074/jalt.2023.6.1.17

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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