ChatGPT作为教育工具:沟通、商务写作和写作课程的机遇、挑战和建议

M. AlAfnan, Samira Dishari, Marina Jovic, Koba Lomidze
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引用次数: 46

摘要

本实证研究考察ChatGPT作为教育和学习工具。它调查了ChatGPT为通信、商务写作和写作课程的学生和教师提供的机遇和挑战。它还努力提供建议。在进行了30次基于理论和基于应用的ChatGPT测试后,我们发现ChatGPT具有取代搜索引擎的潜力,因为它为学生提供了准确可靠的输入。此外,研究发现,ChatGPT为学生提供了一个平台,让他们可以对基于理论的问题寻求答案,并为基于应用的问题产生想法。它还为教师提供了一个平台,将技术整合到教室中,并举办研讨会,讨论和评估产生的反应。对于挑战,研究发现,如果学生不道德地使用ChatGPT,可能会导致人类的不聪明和不学习。这也可能给教师带来挑战,因为ChatGPT的使用一方面会对他们区分细致和依赖自动化的学生的能力产生负面影响,另一方面也会影响他们衡量学习成果的成就。基于分析的结果,本研究建议沟通、商务写作和作文教师:(1)重新训练学生不要把基于理论的问题作为带回家的评估;(2)为沟通和商务写作学生提供详细的基于案例和基于场景的评估任务,这些任务需要个性化的答案,利用批判性、创造性和想象力的思维,结合讲座和教科书材料。(3)强制提交所有抄袭检测软件的课后作业评估,特别是作文课程;(4)整合ChatGPT生成的课堂回答,作为研讨会讨论的例子。值得注意的是,这项研究发现ChatGPT以一种相似度检测软件无法检测到的方式巧妙地解释了再生的响应。为了保持其有效性,相似性检测软件提供商需要升级他们的软件,以避免此类事件被忽视。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ChatGPT as an Educational Tool: Opportunities, Challenges, and Recommendations for Communication, Business Writing, and Composition Courses
This empirical study examines ChatGPT as an educational and learning tool. It investigates the opportunities and chal-lenges that ChatGPT provides to the students and instruc-tors of communication, business writing, and composition courses. It also strives to provide recommendations. After conducting 30 theory-based and application-based ChatGPT tests, it is found that ChatGPT has the potential of replacing search engines as it provides accurate and relia-ble input to students. For opportunities, the study found that ChatGPT provides a platform for students to seek an-swers to theory-based questions and generate ideas for ap-plication-based questions. It also provides a platform for in-structors to integrate technology in classrooms and conduct workshops to discuss and evaluate generated responses. For challenges, the study found that ChatGPT, if unethically used by students, may lead to human unintelligence and un-learning. This may also present a challenge to instructors as the use of ChatGPT negatively affects their ability to dif-ferentiate between meticulous and automaton-dependent students, on the one hand, and measure the achievement of learning outcomes, on the other hand. Based on the out-come of the analysis, this study recommends communica-tion, business writing, and composition instructors to (1) re-frain from making theory-based questions as take-home as-sessments, (2) provide communication and business writing students with detailed case-based and scenario-based as-sessment tasks that call for personalized answers utilizing critical, creative, and imaginative thinking incorporating lec-tures and textbook material, (3) enforce submitting all take-home assessments on plagiarism detection software, espe-cially for composition courses, and (4) integrate ChatGPT generated responses in classes as examples to be discussed in workshops. Remarkably, this study found that ChatGPT skillfully paraphrases regenerated responses in a way that is not detected by similarity detection software. To maintain their effectiveness, similarity detection software providers need to upgrade their software to avoid such incidents from slipping unnoticed.  
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