What ChatGPT means for universities: Perceptions of scholars and students
Why is this work in the frame?
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
No Canadian affiliation. An affiliation-only frame — the usual design — would never have seen this work. It is one of the works that make the case for inverting the frame.
Machine scores (provisional)
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
- Teacher spread
- 0.360 · how far apart the two teachers sit on this one work
- Validation status
score_only:v0-immature-baseline· verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it
Abstract
This study investigates the implications of ChatGPT, an AI-powered language model, for students and universities by examining the perceptions of scholars and students. The responses of seven scholars and 14 PhD students from four countries – Turkey, Sweden, Canada and Australia – are analysed using a thematic content analysis approach. Nine key themes emerge from the findings. According to their frequency of recurrence, these themes are: “Evolution of learning and education systems”, “changing role of educators”, “impact on assessment and evaluation”, “ethical and social considerations”, “future of work and employability”, “personalized learning”, “digital literacy and AI integration”, “AI as an extension of the human brain”, and “importance of human characteristics”. The potential benefits of AI in education as well as the challenges and barriers that may arise from its integration are discussed in the context of existing literature. Based on these findings, suggestions for future research include further exploration of the ethical implications of AI for education, the development of strategies to manage privacy concerns, and the investigation of how educational institutions can best prepare for the integration of AI technologies. The paper concludes by emphasizing the importance of understanding the potential opportunities and challenges associated with AI in higher education and the need for continued research in this area.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
The record
- Venue
- Journal of Applied Learning & Teaching
- Topic
- Artificial Intelligence in Healthcare and Education
- Field
- Medicine
- Canadian institutions
- —
- Funders
- —
- Keywords
- EmployabilityThematic analysisContext (archaeology)Higher educationPerceptionEngineering ethicsLiteracyPsychologyPedagogyPolitical scienceSociologyPublic relationsQualitative researchEngineeringSocial science
- Has abstract in OpenAlex
- yes