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Exploring ChatGPT’s Impact on Post-secondary Education: A Qualitative Study

Resource type
Date created
2023-05-04
Authors/Contributors
Abstract
As Chat Generative Pre-trained Transformer (ChatGPT) gains traction, its impact on post-secondary education is increasingly being debated. This qualitative study explores the perception of students and faculty members at a research university in Canada regarding ChatGPT’s use in a post-secondary setting, focusing on how it could be incorporated and what ways instructors can respond to this technology. We present the summary of a discussion that took place in a two-hour focus group session with 40 participants from the computer science and engineering departments, and highlight issues surrounding plagiarism, assessment methods, and the appropriate use of ChatGPT. Findings suggest that students are likely to use ChatGPT, but there is a need for specific guidelines, more classroom assessments, and mandatory reporting of ChatGPT use. The study contributes to the emergent research on ChatGPT in higher education and emphasizes the importance of proactively addressing challenges and opportunities associated with ChatGPT adoption and use.
Document
Identifier
DOI: 10.1145/3593342.3593360
Publication title
Western Canadian Conference on Computing Education (WCCCE ’23), May 04–05, 2023
Document title
Exploring ChatGPT’s impact on post-secondary education: A qualitative study
Publisher
ACM
Date
2023-05
Publisher DOI
10.1145/3593342.3593360
Copyright statement
Copyright is held by the author(s).
Scholarly level
Peer reviewed?
Yes

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