Artificial intelligence and implications for tutoring of textual work
DOI:
https://doi.org/10.15845/ntvp.v9i2.4078Keywords:
NorskAbstract
In the fall of 2022 OpenAI's ChatGPT became publicly available. Since then, several services based on artificial intelligence (AI) have been established. In this study, we seek to shed light on how access to these tools affects students' learning process and the role of the supervisor.
The article is based on a survey and focus group interviews among academic staff at Norwegian higher education institutions. The study shows that AI-based tools create both challenges and opportunities. The opportunities are particularly linked to a concept of a "sparring partner", where the robot can be a conversation partner who never gets bored and offers complementary skills compared to an ordinary supervisor. The challenges are particularly linked to the uncritical use of the robots' suggestions.
Provided that the students remain critical of the writing robots' suggestions and maintain their independence in relation to the text being produced, the study argues that process of learning can be strengthened. However, the tutor's role changes when the technology can help with some of the things that tutors have previously had to help students with.
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Copyright (c) 2024 Per Ivar Kjærgård, Hans-Olav Hodøl, Norsk Norsk
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