2024/07/15 by Lasse X Jensen, Alexandra Buhl, Anjali Sharma +2 · 11 citations
Medicine · Computer Science · Social Sciences · #Artificial Intelligence in Healthcare and Education #Online Learning and Analytics #Ethics and Social Impacts of AI
paper · pdf · doi:10.1007/s10734-024-01265-3
Abstract The release of the Artificial Intelligence (AI) chatbot ChatGPT renewed discussions about how AI would upend higher education. This paper presents a critical analysis of “grey literature” claims made in the first months after ChatGPT was made public, exploring what these discussions might mobilise in practice. We identified articles for inclusion through a systematic search of five prominent higher education sector outlets. The included articles were thematically coded for claims about generative AI and higher education. We identified ten claims: Three about the nature of ChatGPT, four about changing practices of institutions and teachers, and three about new independent practices of students. Overall, the claims present a positive perspective on AI in higher education. While being perceived as a disruption of the status quo, the authors generally frame AI as a catalyst for existing agendas, e.g. assessment reform, personalisation, or inclusion. This suggests a focus on embracing the affordances offered by AI and primarily addressing risks by including AI in curricula. Furthermore, the claims mainly portray students as either plagiarists or victims of a failing educational system. The paper proposes that a more critical interrogation of generative AI, and the involvement of students in the conversation, may be beneficial.