ERIC Number: EJ1418535
Record Type: Journal
Publication Date: 2024
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0729-4360
EISSN: EISSN-1469-8366
Available Date: N/A
A Scholarly Dialogue: Writing Scholarship, Authorship, Academic Integrity and the Challenges of AI
Higher Education Research and Development, v43 n3 p578-590 2024
Concerns about the role of technology and the quality of student writing in higher education are not new. Historically, writing scholars have been at the forefront of initiatives that scrutinise and integrate new technologies in higher education. This article contends that writing scholars are again uniquely equipped to assist students, teachers in all disciplines, and institutions of higher education in navigating the challenges created by the public availability of generative artificial intelligence (AI). Adopting a dialogical approach, the article brings together six scholars from diverse disciplinary backgrounds within the broad umbrella of writing studies. Through the lens of writing scholarship, this chorus of critical voices illuminates the important questions posed by, and possible responses to, AI in higher education. Although AI complicates key issues in higher education such as academic integrity, assessment, and authorship, writing scholarship provides an essential framework for educators to respond to these challenges. Collectively, these scholars map the history of writing scholars' responses to technological change in higher education and suggest how writing scholars can contribute to the debates and discussions concerning the impact of AI on higher education.
Descriptors: Scholarship, Writing (Composition), Integrity, Authors, Barriers, Artificial Intelligence, Higher Education, Influence of Technology, Writing Across the Curriculum, Creative Writing, Technical Writing, Second Language Learning, Intellectual Disciplines, Technology Uses in Education
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A