Abstract
Post-COVID-19 Higher Learning provides new opportunities to think anew about students learning in deep cyberspaces. In order to better understand students learning in cyberspaces it is crucial to accept that beyond 2030, higher learning will stream like Netflix and students would use AI systems such as chat-GPT to access terabytes of information in order to solve a real problem in society. In this study, 20 advanced undergraduates from a multi-disciplinary canvass participated in research that studied telagogy, web-based, online streaming learning experience. Chat-GPT be an effective practice in real problem-solving and in developing students productive thinking. It is reasonable to suggest that chat-GPT is effective when used in productive thinking development not reproductive, mimetic epistemology. It is lecturers questions, it can be concluded, that encourage plagiarism by their virtue of testing known knowledge which chat-GPT possesses; thus promoting students plagiarism. It is recommended that productive thinking be the focus of undergraduates. Another issue that was investigated is the anachronous, technology-as-essence framework as guiding telagogy and empowering students to gain greater control of their learning by creating their own personal curriculum which would compel universities to develop universal accreditation systems. Students felt confident in working more with their laptops and availability of education at a touchscreen level and less involvement of human lecturers.
Presenters
Teboho PitsoSenior Manager, Centre for Innovation and Entrepreneurship, Vaal University of Technology, South Africa
Details
Presentation Type
Theme
KEYWORDS
Telagogy; Pedagogy; Learning and Teaching; Online Learning; Remote Learning
