By Eboni Gill, M.Ed., Spring 2023 CTL blended learning intern
> OpenAI’s ChatGPT is a sophisticated conversational AI platform. ChatGPT is intended to engage users in natural and human-like interactions. It has been trained on a massive quantity of text material from the internet, allowing it to comprehend and create intelligible replies in human language and its deep learning architecture allows it to understand and respond to a wide range of subjects and inquiries. ChatGPT may be engaged by offering prompts or asking questions, and it will provide relevant and useful replies (Lo, 2023). However, while ChatGPT aims to be helpful and accurate, it is important to remember that it can occasionally produce wrong or illogical responses (Tayeb, 2023).
ChatGPT may provide numerous advantages in terms of higher education. For starters, it may be a useful tool for research and information retrieval. Students and researchers may use ChatGPT to gain access to a wealth of information from a variety of academic areas, assisting them in their studies and exploration of challenging issues. Second, ChatGPT may function as a virtual guide, supporting learners in comprehending difficult concepts, answering questions, and recommending further study materials or resources. Additionally, ChatGPT can generate creative ideas or assist in brainstorming sessions for projects or research proposals. However, it is important to note that while ChatGPT can be a useful resource, it should not replace human interaction and guidance in higher education. It should be used as a supplement to traditional learning methods and be critically evaluated for accuracy and reliability (Rampton, 2023).
As ChatGPT may have benefits supporting students in their academic success, it is normal for faculty to have concerns about the potential impact of ChatGPT on academic integrity. Firstly, ChatGPT’s ability to generate coherent and contextually relevant text raises concerns about plagiarism. Students could utilize AI to produce academic content without proper attribution or originality, compromising the integrity of their work (Cotton et al., 2023). Secondly, faculty may worry that students could rely excessively on ChatGPT, hindering their critical thinking and independent research skills. If students become overly dependent on AI for generating ideas or formulating arguments, it could impede their ability to engage deeply with the subject matter and develop their own insights (Jumphost, 2023). So as ChatGPT raises many concerns and is not going anywhere anytime soon, is it possible for students to use AI technology to advance their critical thinking skills and their learning?
It is possible for students to use ChatGPT ethically by employing it as a supplementary tool rather than a substitute for their own efforts, but how can faculty support these actions? Students can approach this with the intention of enhancing their understanding, gaining insights, gathering information, and clarifying concepts, but they should critically evaluate and verify the generated content before incorporating it into their work. It is crucial to attribute sources appropriately and to avoid plagiarism. ChatGPT can also be used to prompt students with probing questions, offer alternative viewpoints, and help students develop skills in analyzing, synthesizing, and evaluating information (Rusandi et al., 2023). This iterative process of questioning, analyzing, and responding can potentially foster critical thinking skills and can help students become more adept at assessing ChatGPT and using it to advance their learning.
For OSU-specific guidance, see ChatGPT and Other AI Tools: Implications for Teaching and Learning. Follow up if you have questions:
- Academic Technologies – canvas@oregonstate.edu
- Center for Teaching and Learning – ctl@oregonstate.edu
- Ecampus – ecampusfacultysupport@oregonstate.edu
References
Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of chatgpt. Innovations in Education and Teaching International, 1–12. https://doi.org/10.1080/14703297.2023.2190148
Jumphost. (2023, May 15). CHATGPT can hinder students’ critical thinking skills. The Queen’s Journal. https://www.queensjournal.ca/chatgpt-can-hinder-students-critical-thinking-skills
Lo, C. K. (2023). What is the impact of chatgpt on education? A Rapid Review of the literature. Education Sciences, 13(4), 410. https://doi.org/10.3390/educsci13040410
Rampton, J. (2023, April 27). The advantages and disadvantages of chatgpt. Calendar. https://www.calendar.com/blog/the-advantages-and-disadvantages-of-chatgpt
Rusandi, M. A., Ahman, Saripah, I., Khairun, D. Y., & Mutmainnah. (2023). No worries with ChatGPT: Building Bridges between Artificial Intelligence and education with Critical Thinking Soft Skills. Journal of Public Health. https://doi.org/10.1093/pubmed/fdad049
Tayeb, Z. (2023, February 23). Chatgpt will keep “hallucinating” wrong answers for years to come and won’t take off until it’s on your cellphone, Morgan Stanley says. Business Insider. https://markets.businessinsider.com/news/stocks/chatgpt-ai-mistakes-hallucinates-wrong-answers-edge-computing-morgan-stanley-2023-2
About the author: Eboni Gill, M.Ed., is the TRiO STEM Advisor at Lane Community College. Eboni has a solid background in student life and development, earned a bachelor of science in psychology, and recently completed the OSU adult and higher education graduate program. Eboni has successfully led and participated in numerous projects demonstrating proficiency in learning and cognition methodologies. Eboni is passionate about critical thinking in adult education, faculty development, and student motivation and engagement. Eboni is now focused on exploring emerging AI technology and how ChatGPT can be integrated into hybrid teaching and learning.
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