ChatGPT: An ever-increasing encroachment of artificial intelligence in online assessment in distance education

Abstract

The use of artificial intelligence (AI) in education is becoming increasingly prevalent, and its encroachment and impact on online education and assessment is a topic of interest to researchers and lecturers. ChatGPT is one such AI model that has been trained on a large corpus of text data to generate human-like responses to questions and prompts. Using the theory of disruptive innovation as a foundation for our argument, this conceptual article explores the potential and disruption of ChatGPT in online assessment. This article also considers the ethical implications of using ChatGPT, particularly in relation to online assessment in distance education. While the use of AI in online assessment presents a myriad of limitations and possibilities, it is crucial to approach its use with caution and consider the ethical implications of academic integrity for online assessment. This article aims to contribute to the ongoing discussion and debate around the use of AI in online higher education and assessment, highlighting the need for continued research and critical evaluation of its impact.

Exploring the dynamics of ChatGPT: Students and lecturers perspectives at an open distance e-learning university

“…Furthermore, the shift in students' perceptions of online learning, in alignment with the transformative potential of ChatGPT (Mai, 2022), gains deeper significance within the CoI framework. The emphasis on the necessity of more guidance from lecturers not only accentuates the CoI's teaching presence dimension but also emphasises the integral role of lecturers in ensuring a critical approach to technology integration, aligning with existing literature (Hew et al, 2023;Naidu & Sevnarayan, 2023). This emphasises the need for a synergistic interplay between human facilitation and technological assistance for effective ODeL.…”

“…However, amidst these positive trends, Ali et al (2023) caution the need for guiding students to leverage ChatGPT positively, hinting at potential negative consequences. Moreover, the South African context introduces complexities, with preliminary studies indicating potential benefits in student engagement (Naidu & Sevnarayan, 2023). Yet, challenges related to technology access and connectivity in certain regions may impede the equitable distribution of these benefits (Van Wyk et al, 2023).…”

“…In the writing process, ChatGPT facilitates researchers globally by expediting concept exploration, draft generation, and rapid information gathering (Jarrah et al, 2023;Macdonald et al, 2023;Vijayakumar, 2023). In the South African context, the implementation of ChatGPT raises unique challenges due to disparities in access and a diverse linguistic context (Naidu & Sevnarayan, 2023). Initiatives are underway to address digital equity issues and provide access to technology resources, especially in underserved areas, to promote inclusivity in ChatGPT-enhanced learning.…”

“…In recent years, the field of education has undergone a transformative shift through the integration of artificial intelligence [AI] technologies, with AI chatbots emerging as a notable advancement. Among these, the Chat Generative Pre-trained Transformer [ChatGPT], developed by OpenAI, has gained prominence for its ability to generate coherent and contextually relevant responses (Dwivedi et al, 2023;Naidu & Sevnarayan, 2023;Qadir, 2022;Tung, 2023). This innovative large language model stands out for its versatility (Timothy, 2022) and capacity to provide instant, informative, and personalized assistance, thus enhancing the interactive conversational experience for students seeking knowledge and support (Assaraf, 2022;Metz & Weise, 2023;Susnjak, 2022).…”

“…However, ODeL encounters challenges such as limited student engagement, a lack of personalised feedback, and difficulties in encouraging social connections within virtual learning environments (Sun, 2011). While existing literature primarily focuses on learning management systems [LMS] and other online platforms in ODeL (Sevnarayan, 2023a(Sevnarayan, , 2023bSevnarayan & Maphoto, 2024), studies exploring the integration of AI chatbots are notably scarce, leaving a critical gap in understanding the transformative effects and challenges associated with this emerging technology (Naidu & Sevnarayan, 2023;van den Berg & du Plessis, 2023;van Wyk et al, 2023). Motivated by this gap, this study seeks to investigate the impact of ChatGPT on perceptions and challenges in an ODeL university context, with a particular focus on both students and lecturers.…”