Keywords
ChatGPT, co-creation in learning and teaching, metacognition, student learning outcomes, humanizing pedagogy
Abstract
While many in the university community are discussing, regulating, and experimenting with the use of ChatGPT and other generative AI for teaching and learning, fewer studies exist that explore how incorporating the technology into the classroom works in practice. This paper reports on an intervention designed to involve students in co-creation of a policy for the use of ChatGPT and other AI in a First-Year Writing class. The co-creation activity comes from a humanizing pedagogical perspective (Bartolome, 1994), which seeks to empower students in their own learning process. Following the activity, researchers used Reflexive Thematic Analysis (RTA) (Braun & Clarke, 2006, 2022) to analyze student responses to a follow-up writing assignment and end-of-the-semester survey about the activity and their use of, and thoughts about, ChatGPT and AI. The study poses the question: In what ways does involving students in co-creation of teaching and learning influence their thinking about and use of AI in a First-Year Writing class? Key takeaways include that the co-creation activity did provoke student thought about how ChatGPT and other AI can support their learning. They considered important issues such as appropriate uses of the technology, the value of original work, and the question of who to trust in navigating AI in learning. By centering student voices, the results provide insight into both the value of co-creation in the classroom and student perspectives on emerging AI technologies in learning.
Recommended Citation
Admiraal, Karin and Anderson, Mary
(2024)
"“Without Damaging Our Own Academic Journeys”: Student Thinking About and Use of Generative AI in First-Year Writing,"
Mid-Western Educational Researcher: Vol. 36:
Iss.
1, Article 14.
Available at:
https://scholarworks.bgsu.edu/mwer/vol36/iss1/14
