Mid Sweden University

As pointed out by many scholars, AI provides both opportunities and challenges in regard to assignments and examinations. The accessibility and use of AI in student assignments and examinations places demands on teachers’ work in course design and formats of assignments and examinations. This work is a continuous process, in line with the Scholarship of Teaching and Learning (SoTL) according to Boyer (1991). In order to meet these new demands teachers need to reflect upon design, as reflectve practitioners (Schön, 1987). Reflective design may alleviate the challenges with AI as well as make use of the opportunities with the use of AI. In this presentation there are two sets of data. The first is authentic reflective texts (N=20) writen by students and the second set of data is texts generated by AI. The texts are analysed using reflective thematic analysis (Braun & Clarke, 2019). The themes in the different sets of texts are described, analyzed and compared. The two sets of data are then explored, analysed and compared to highlight similarities and differences between the authentic texts and the texts generated by AI. This presentation aspires to contribute to the current state of AI as it is applied in higher education through an empirical study of authentic reflective texts by students in comparison to AI-generated texts.

References

Boyer, E. (1991). Highlights of the Carnegie Report. The Scholarship of Teaching from “Scholarship reconsidered: Priorities of the Professoriate”. College Teaching, 39(1) 11-13.

Braun, V. & Clarke, V. (2019) Reflecting on reflexive thematic analysis, Qualitative Research in Sport, Exercise and Health, 11(4), 589-597.

Schön, D. (1987). Educating the reflective practitioner. Toward a new design for teaching and learning in the professions. Jossey Bass.