Investigating ChatGPT: A Threat or Benefit to Higher Education?
DOI:
https://doi.org/10.57125/FED.2024.03.25.14Keywords:
artificial intelligence, chatbot, technology, forth industrial revolution, lecturersAbstract
Over the past years, technology has been on the rise and this rise has necessitated the need for technology developers to be on their toes in ensuring that new technologies are developed to keep up with the fast-paced technology rise. Consequently, the rise in artificial intelligence brought ChatGPT which has been seen as the most advanced chatbot that has ever been created. However, scholars have mixed views about ChatGPT in the context of higher education which has compelled the need to investigate ChatGPT to gauge whether it is a threat or a benefit to higher education. This study aimed to investigate lecturers' views about ChatGPT, ascertain whether ChatGPT is a threat or benefit to higher education, and get lecturers' views if whether or not ChatGPT can be used as an official academic tool to support both lecturers and students in doing their academic work. To carry out the objectives of this study, a qualitative research approach was employed, and data was collected through semi-structured interviews. Data collected was analysed using a thematic analysis. Furthermore, convenience sampling was used to select eight (8) lecturers to gather their in-depth understanding of ChatGPT. Findings of this study indicate that lecturers view ChatGPT as a source of information. Findings further revealed that there are mixed views among lecturers on whether ChatGPT is a threat or benefit to higher education. This study recommends that there should be guidelines and policies to guide the usage of ChatGPT so that students and lecturers will not misuse it.
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