AI Apps like ChatGPT: Enhancing Learning or Enabling Cheating in Colleges?
The emergence of artificial intelligence (AI) apps, such as ChatGPT, has sparked a debate in the education sector, particularly among college students and professors. While some argue that these apps offer a valuable shortcut to learning, others express concern that they facilitate academic dishonesty and hinder students’ actual learning experiences.
At Northwestern University, Assistant Professor Nina Wieda has embraced the use of ChatGPT in her classroom. Recognizing that students were utilizing the technology, she adapted her teaching methods to accommodate this new era of learning. Wieda acknowledges that ChatGPT has proven to be a useful tool for overloaded students, who employ it for tasks like correspondences and newsletters. She compares restricting its usage to discouraging the use of calculators, asserting that educators should find ways to adapt to this technological advancement instead of forbidding its use.
On the other hand, Russell Johnson, Assistant Director of the Undergraduate Religious Studies Program at the University of Chicago, believes that the rapid development of AI technology has created a crisis in higher education. Johnson argues that students are cheating themselves by relying on ChatGPT for writing tasks. According to him, using such apps erodes students’ ability to develop effective arguments and communicate effectively with an audience. Instead of promoting ChatGPT as an answer to overwhelming workloads, Johnson suggests that universities should focus on reducing the amount of work assigned to students, prioritizing genuine learning over excessive work demands.
Finding a balance between leveraging AI apps and maintaining the integrity of a student’s learning experience is complex. While proponents advocate for adapting teaching methods to embrace these technological advancements, critics emphasize the importance of preserving critical thinking and communication skills. It is crucial for universities to consider the implications of AI apps like ChatGPT and explore ways to optimize their usage, ensuring that students are not robbed of valuable learning opportunities.
In conclusion, the introduction of AI apps like ChatGPT has prompted discussions within the education sector. While some educators, like Assistant Professor Nina Wieda, have embraced their use, others, like Russell Johnson, express concern about compromising the learning experience. Achieving a balance that benefits students while preserving essential skills is a challenge that universities must navigate as AI technology continues to evolve. By adapting to this new era and exploring how to best utilize these apps, educators can empower students to enhance their learning journeys while equipping them with essential abilities.
