article · Journal of Applied Learning & Teaching
Generative artificial intelligence is reshaping distance education and encouraging a transition towards student-centred approaches for responsible technology use. By applying the technology acceptance model, qualitative research was undertaken at a South African open distance and e-learning university to evaluate how this technology affects academic integrity and the development of students' own voices. Data were gathered through interviews with lecturers, open-ended evaluations with administrative personnel, and focus groups with first-year academic writing students. The results identify a critical tension between concerns regarding academic dishonesty and optimism about artificial intelligence acting as a tool to bolster learning confidence. Addressing this divide requires institutional strategies that successfully balance academic standards with student empowerment, providing insights into the broader pedagogical potential and operational challenges within distance learning environments.
As universities expand online offerings, generative artificial intelligence alters how coursework is produced and assessed. Understanding stakeholder perspectives helps distance-learning institutions address genuine risks of academic misconduct while simultaneously harnessing automated tools to improve learner self-assurance, writing competence, and student engagement in remote higher education environments.
The abstract does not indicate an application pathway, presenting early-stage qualitative institutional research rather than a commercial product or technical tool.
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Generative artificial intelligence (GenAI) has reshaped distance education by prompting a shift towards student-centred initiatives to promote responsible AI usage. This study explores the transformative impact of GenAI in distance learning and focuses on academic integrity and student voices. This study uses the technology acceptance model to investigate how GenAI influences distance education. Three objectives guide the study: (1) exploring the transformative effects of GenAI in distance education, (2) understanding its impact on academic integrity, and (3) examining its influence on students’ academic voices in a South African open distance and e-learning university. Qualitative data was gathered through interviews with lecturers, open-ended evaluation questions with administrative staff, and focus group discussions with first-year students in an academic writing module. Findings highlight the need to bridge the gap between negative perceptions of AI’s impact on academic integrity and positive views on its potential to boost student confidence in learning. This research study aims to analyse GenAI’s role in distance education and provide insight into its potential, challenges, and strategies to ensure academic integrity and preserve students’ voices.
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DOI: 10.37074/jalt.2024.7.1.41
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