The Covid-19 pandemic forced even the most reluctant academic institutions to embrace changes in instructional delivery. Most gradually understood that their mission was to educate the new generation on the responsible use of technology, changes in geographical and temporal constraints, and many more.
The fact that some are still questioning and fretting over age-old student class attendance at universities means there is a need to revisit the way classes are still carried out at some institutions – both in terms of the delivery, as well as expectations.
Research showed that student absenteeism significantly reduces academic achievement. This was true. It is of the utmost importance to understand that this boat has sailed and there are changes taking place with digital tools, as well as acceptance of these tools by students at universities today.
Currently, premier public universities are strategising on ways to positively work with Generative Artificial Intelligence (GAI) and Artificial Intelligence Text Generators (AITG) like ChatGPT (Chat-based Generative Pre-trained Transformer), whose algorithms can be used to create new content, including audio, code, images, text, simulations, and videos.
There have also been recommendations by scholars that universities work on a co-partnership with ChatGPT for instructional purposes. Most are no longer thinking: it’s adapt or resist. But how best to do this, moving forward?
Instead of arguing for, or against student attendance at universities – because this should not be the focal point of academia now – I am taking a different approach here, where the focus is on intriguing opportunities for education beyond the four walls of a classroom.
The potential of AI, like ChatGPT, presents a shift from in-class, unidirectional knowledge transfer, to an ubiquitous, active development of technological agility, skills, experiences, and social competencies.
It has definitely democratised knowledge synthesis and acquisition, and requires students to be accessible from anywhere, cultivating independence, as well as criticality with the sheer amount of information in hand. However, there is no denying that AI can present threats, as access to information comes with potential biases.
Concerned universities worldwide, nevertheless analyse advantages in favour of achieving education objectives and student development through the use of AIs like ChatGPT. Physical class attendance is the least of their concerns, as they focus more on students’ individual learner differences, and recommendations on how best to use AI to complement learning.
First, academics can ask students to compare AI-products with reliable, valid, and cited sources of information to develop students’ critical thinking. Second, they can adopt novel ways to get students to showcase their knowledge or learning, for example, through debates or arguments, where students defend their ideas, perspectives, or points of view.
Third, universities must emphasise ethical use of AI and the importance of proper research and citation practices in all student tasks and submissions. Fourth, and the list does not end here, they should invest in resources and energy to provide attractive and engaging learning environments for students – in physical, or virtual settings.
What is important here is to advocate for the empowerment of the current generation, and provision of resources, guidance, participation, and the ‘space’ for individual students to churn, and develop knowledge and skills.
Given the potential pedagogical changes with the current influx of AI, along with its unique features that have surprised the world, there is a pressing need to formulate evidence-based understanding of best practices in the increasingly digital landscape of tertiary education.
This substantial gap in educational literature needs to be addressed, as it can lead to potentially important implications for educators’ delivery of instruction and expectations, as well as student engagement and performance.
Adelina Asmawi is an Associate Professor at the Department of Language and Literacy Education, Faculty of Education, Universiti Malaya.
This is the personal opinion of the writer and does not necessarily represent the views of Twentytwo13.
