Abstract
Studies conducted on GenAI tools viewed this large language model as incredibly powerful technological tools which are tagged as a ‘friend yet as a foe’. ChatGPT’s advances have emphasised the importance of researching it in teacher education. As GenAI tools are accessible to both academics and students, the fear of academic dishonesty, cheating, plagiarism, and copyright infringement has ethical consequences for education. The author studied academics’ experiences with ChatGPT, a GenAI-based conversation tool, at a South African university. Some participants were exposed to and used GenAI tools like ChatGPT3.5 to experiment with teaching and learning activities. This inquiry generated the following research question: What are academics view of ChatGPT and how do they prevent academic dishonesty at an institution of higher learning? This pragmatic exploratory mixed methods design study employed a self-designed questionnaire and online focus group discussion forum through virtual videoconferencing for data collection. This study made three significant contributions to GenAI-based LLM research. The study expands our understanding of GenAI, particularly ChatGPT3.5 as a chatbot-based LLM, in teacher education. Academics employed strategies and created an awareness of detector tools to prevent academic dishonesty. Practical implications are proposed for policy revisions for ethics, tuition, and research. There is also a need for continuous professional development in teacher education.
Presenters
Micheal M Van WykProfessor, Curriculum and Instructional Studies, University of South Africa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Generative Artificial Intelligence, ChatGPT, Mixed Methods Design, Academic Dishonesty
