Why All the Hype about ChatGPT? Academics’ Views of a Chat-based Conversational Learning Strategy at an Open Distance e-Learning Institution

Abstract

The launch of ChatGPT has been revolutionary. This AI chatbot can produce conversations which are indistinguishable from that of humans. This exploratory qualitative study is foregrounded in a constructivist-interpretative perspective. The principal objective of this paper is to explore the views of academics on ChatGPT as an AI-based learning strategy at an open distance e-learning (ODeL) institution of higher education. Thirteen academics, who were enrolled as study participants, posted their views of ChatGPT as an AI-based learning strategy on a Teams chat at an institution of higher learning. The results support a few research studies on ChatGPT. The academics recognized the benefits and risks of using ChatGPT for teaching and learning. Further investigations are recommended to explore similar studies in higher education spaces and specifications.*Author affiliations can be found in the back matter of this article 215 van Wyk et al.

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

“…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).…”

“…Joshi et al (2023) highlight the inconsistency in ChatGPT's provision of accurate explanations and answers, posing implications for pedagogical approaches, assessment methods, and the role of AI in higher education institutions. In the South African context, lecturers express awareness of ChatGPT's potential positive impact on students but voice concerns regarding affordability, ethical considerations, and biases in training data (Van Wyk et al, 2023). Despite challenges, ChatGPT is perceived as transformative, encouraging innovation and development (Dwivedi et al, 2023).…”

“…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.…”

Navigating the AI era: university communication strategies and perspectives on generative AI tools

“…These include addressing data protection and ethical concerns, which are paramount given AI's potential to offer individualized learning pathways [Ninaus & Sailer, 2022;Zawacki-Richter, Marín, Bond & Gouverneur, 2019]. Ethical issues such as academic integrity, plagiarism, and fraud necessitate strategic approaches that emphasize critical thinking, fact-checking, and adjustments in teaching methodologies and examinations [Farrokhnia, Banihashem, Noroozi & Wals, 2024;Gleason, 2022;Kasneci et al, 2023;Lund et al, 2023;van Wyk, Adarkwah & Amponsah, 2023]. Moreover, the varying stances of scientific publishers toward AI-generated texts, from viewing them as plagiarism to restricting LLM authorship, indicate the complexity of integrating AI into academic publishing processes [Stokel-Walker, 2023;Thorp, 2023].…”

Personalized Education for All: The Future of Open Universities

“…Virtual learning environments have also evolved, becoming increasingly immersive and interactive due to AI's growing sophistication (Göçmez & Okur, 2023). Recently, advancements in generative AI, exemplified by technologies like ChatGPT, have demonstrated their potential in higher education by assisting students in discovering and generating content, responding to inquiries, fostering educational discussions, providing personalized assistance, and delivering prompt feedback (Lo, 2023;Santandreu et al, 2023;Van Wyk et al, 2023). Although concerns such as content authenticity and copyright infringement exist, these innovative capabilities of generative AI can be strategically harnessed by OUs to offer large-scale, personalized content and support.…”