Journal of University Teaching and Learning Practice · 2023 · 517 citations · 48 references
EducationHigher EducationLeadershipArtificial IntelligenceAuthentic AssessmentHigher Education LeadershipAcademic Integrity DetectionCharacter DevelopmentEducational ChatbotsGenerative Ai In EducationAcademic Integrity SupportArtificial Intelligence EducationAuthenticity In Online AssessmentCheating Behavior DetectionIntegrity In EducationStudent Work AnalysisSupporting Character DevelopmentSupportive Learning Environments
ChatGPT was released in November 2022 and has rapidly transformed higher education, sparking concerns about authenticity while also enabling responsible use by students who can engage with the tool effectively. The authors propose an alternative perspective, arguing that educators can leverage ChatGPT to build supportive learning environments for students who demonstrate good character. They frame leadership as a foundational support mechanism, character development as an antidote, and authentic assessment as an enabler, drawing on existing literature on plagiarism and academic integrity. They contend that although ChatGPT can facilitate cheating, it also offers opportunities for deeper learning and improved outcomes, providing avenues for practitioners and scholars alike.
The OpenAI’s ChatGPT-3, or Chat Generative Pre-Trained Transformer was released in November 2022 without significant warning, and has taken higher education by storm since. The artificial intelligence (AI)-powered chatbot has caused alarm for practitioners seeking to detect authenticity of student work. Whereas some educational doomsayers predict the end of education in its current form, we propose an alternate early view. We identify in this commentary a position where educators can leverage AI like ChatGPT to build supportive learning environments for students who have cultivated good character. Such students know how to use ChatGPT for good, and can engage effectively with the ChatGPT application. In building our ChatGPT argument, we acknowledge the existing literature on plagiarism and academic integrity, and consider leadership as a root support mechanism, character development as an antidote, and authentic assessment as an enabler. In doing so, we highlight that while ChatGPT – like papermills, and degree factories before it – can be used to cheat on university exams, it can also be used to support deeper learning and better learning outcomes for students. In doing so, we offer a commentary that offers opportunities for practitioners, and research potential for scholars.
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