Evaluating Academic Answers Generated Using ChatGPT

Journal of Chemical Education, Год журнала: 2023, Номер 100(4), С. 1672 - 1675

Опубликована: Март 31, 2023

The integration of technology in education has become ever more prioritized since the COVID-19 pandemic. Chat Generative Pre-Trained Transformer (ChatGPT) is an artificial intelligence that generates conversational interactions to user prompts. trained model can answer follow-up questions, admit its mistakes, challenge incorrect premises, and reject inappropriate requests. functionality ChatGPT answering chemistry assessment questions requires investigation ascertain potential impact on learning assessment. Two chemistry-focused modules year 1 2 a pharmaceutical science program are used study evaluate ChatGPT-generated responses relation end-of-year exam assessments. For focused knowledge understanding with "describe" "discuss" verbs, generated responses. application interpretation nontext information, reached limitation. A further analysis quality reported this study. not considered high-risk tool cheating. Similar disruption, expected provide catalyst for educational discussions academic integrity design.

Язык: Английский

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Attending lectures in person, hybrid or online—how do students choose, and what about the outcome?

International Journal of Educational Technology in Higher Education, Год журнала: 2023, Номер 20(1)

Опубликована: Март 27, 2023

As a consequence of the COVID-19 pandemic, most courses at large technical university were adapted so that students had free choice whether to attend lectures on-site or online; in addition, many courses, lecture recordings available. At subsequent exam session, over 17,000 student-survey responses collected regarding attendance choices, learning behavior, interest course, perception exam, and recommendations future students. A total 27 learner attributes their relationships investigated. In conditional free-response statements analyzed, students' grades retrieved gauge performance. We found only minute differences with respect performance, but analysis indicates distinctly different preferences constraints taking advantage opportunities. also some indications performance might be larger for interactive-engagement courses. The results may key answering why universities, faculty report live-lecture has decreased more strongly than expected availability new, virtual modes.

Язык: Английский

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Exploring student perceptions and use of face-to-face classes, technology-enhanced active learning, and online resources

International Journal of Educational Technology in Higher Education, Год журнала: 2023, Номер 20(1)

Опубликована: Авг. 17, 2023

Abstract The current cohort of undergraduate students is often said to value technology and assumed prefer immersive, interactive, personalized learning experiences. In contrast, many educators recognise the face-to-face classes believe that attending class positively impacts student performance. A novel teaching strategy, including traditional lectures interactive workshops using an educational platform were implemented in neurobiology course. Attendance use lecture capture recording associated with improved Further, attitudes toward strategy evaluated via a survey. survey respondents included those regularly attended did not. Overall, irrespective attendance, thought beneficial their active activities helped them understand course content. most common reasons for non-attendance attributed factors such as schedule, work family commitments not related availability recordings other online resources. attendance perceived benefit, standard level interest had positive impact on learning, can be used in-person, asynchronous providing mechanism cater who wish attend in-person well options flexible delivery. Graphical

Язык: Английский

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Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?

International Journal of Educational Technology in Higher Education, Год журнала: 2023, Номер 20(1)

Опубликована: Ноя. 13, 2023

Abstract The COVID-19 pandemic significantly disrupted traditional methods of teaching and learning within higher education. But what remained when the passed? While majority literature explores shifts during pandemic, with much speculation about post-pandemic futures, a clear understanding lasting implications remains elusive. To illuminate this knowledge gap, our study contrasts pedagogical practices in matched courses from pre-pandemic year (2019) to phase (2022/2023). We also investigate factors influencing these changes perceptions academics on shifts. Data were gathered large comprehensive Australian university varying disciplines through mixed-methods approach, collecting 67 survey responses conducting 21 interviews. Findings indicate notable increase online activities, authentic scaffolded assessments, unsupervised exams post-pandemic. These primarily driven by university-guided adaptations, time workload pressures, continued challenges, local leadership, an individual desire innovate, concerns academic integrity. most seen as favourable academics, less positive concerning examinations. findings enduring effects education, suggesting longer-term than previous studies conducted acute pandemic.

Язык: Английский

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AI, Analytics and a New Assessment Model for Universities

Education Sciences, Год журнала: 2023, Номер 13(10), С. 1040 - 1040

Опубликована: Окт. 17, 2023

As the COVID-19 pandemic recedes, its legacy has been to disrupt universities across world, most immediately in developing online adjuncts face-to-face teaching. Behind these problems lie those of assessment, particularly traditional summative which proved more difficult implement. This paper models current practice assessment higher education as influenced by ten factors, important are emerging technologies artificial intelligence (AI) and learning analytics (LA). Using this model a SWOT analysis, argues that pressures marketisation demand for nontraditional vocationally oriented provision put premium on courses offering flexible student-centred assessment. could be facilitated through institutional strategies enabling learning: an approach employs formative supported AI LA, together with collaborative working realistic contexts, facilitate students’ development sustainable learners. While literature area tends focus one or two aspects technology aims integrative drawing upon comprehensive evidence support thesis.

Язык: Английский

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Digital learning in nursing education: lessons from the COVID-19 lockdown

BMC Nursing, Год журнала: 2024, Номер 23(1)

Опубликована: Сен. 11, 2024

Язык: Английский

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Digital Transformation of Corporate Technical Education and Training – A Case Study on Instructional Designers´ Perceptions

Vocations and Learning, Год журнала: 2025, Номер 18(1)

Опубликована: Янв. 11, 2025

Abstract This article explores the perspective of instructional designers on digital transformation corporate technical education and training. It draws “episodic narrative interviews” conducted with learning development department a for-profit company in manufacturing sector to investigate their perceptions transformation. We examine working structures studied company, elaborate perceived challenges needs, highlight our position future implications for The case study improves quality practice within professional by pointing out necessary considerations about communication, design process, job descriptions, products, target group’s attitude towards teaching learning. Our results support companies, departments, everyone related training developing concepts programs or contributing further best practices.

Язык: Английский

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Exploring the dynamic teaching-learning relationship in interactive learning environments

Interactive Learning Environments, Год журнала: 2025, Номер unknown, С. 1 - 31

Опубликована: Фев. 24, 2025

Язык: Английский

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The architecture for synchronous hybrid peer learning using pedagogy-space-technology (PST) framework

Education and Information Technologies, Год журнала: 2025, Номер unknown

Опубликована: Фев. 27, 2025

Язык: Английский

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Evolution of Internal Quality Assurance Models for University Online Programs

University Management Practice and Analysis, Год журнала: 2025, Номер 28(4), С. 82 - 94

Опубликована: Фев. 21, 2025

The widespread adoption of online formats in 2020 established a trend towards the development education and intensified issue assessing quality distance higher programs. subsequent necessity to adapt post-pandemic context prompted universities develop both new programs innovative approaches managing their quality. Despite proliferation formats, there is lack publications analyzing evolution internal assurance mechanisms such contexts. This study examines dynamics emergence transformation evaluation models for university from 2009 2023. research compares 17 focused on various aspects educational process, thereby tracing mechanisms. analysis conducted based parameters identified through literature review as well during course itself. results allow identification three developmental periods these models: experimental, transitional, contemporary. Educational that are present all within sample (technologies, student-centered design, teaching) distinguished those characteristic only some (environment development, resource reuse, support students, faculty, staff, communication). A description each aspect provided, along with connection concept environments. work may be beneficial researchers field assurance, administrators, policy specialists.

Язык: Английский

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