Baskara, F. R. (2023). The promises and pitfalls of using chat GPT for self-determined learning in higher education: An argumentative review. Prosiding Seminar Nasional Fakultas Tarbiyah Dan Ilmu Keguruan IAIM Sinjai, 2, 95-101. https://doi.org/10.47435/sentikjar.v2i0.1825
Baksara provides an argumentative review of ChatGPT in relationship to self-determination learning and self-regulated learning. The paper provides a review of the current, emerging literature as it relates to ChatGPT to understand the ways self-determined learning and self-regulated learning can be supported by generative AI. The goal of the paper is to review the literature to provide support for uses and caution against pitfalls for educators in higher education. The fact that ChatGPT can provide students with the ability for personalized learning can foster self-regulated learning. However, there are ethical concerns. The review of literature shows that learners can get tailored feedback, customized learning opportunities, and amplifying self-regulation and self-determination skills. The ethical concerns of privacy and equitable access to the tool were raised.
This article was brief and repetitive. Baksara did disclose the search methodology for this literature review, but did not specify how many articles were read in the methodology, or any provisions for exclusion of articles. 22 papers were cited on the References page. The article made reference to self-determination and self-regulated learning, but no sources were cited to support those elements. The review was laid out very clearly and the writing was easy to follow. But the review seems cursory and not in depth. While the literature review does pull out key concepts to arrive and the conclusion, there are not many supporting citations that back up what Baksara argues.
Generative AI conversations seem to be dominating many spheres of the educational space right now. There seems to be a push and pull between policing student (and even staff) usage of these tools with allowing students freedom to learn along side the AI technology. Personally, as a higher education administrator, I see generative AI fully implemented into the educational landscape, much like we see calculators or the internet. The idea that Generative AI can support the development of intrinsic motivation through competency, relevance, and autonomy (e.g. self-determination theory) is exciting. It allows students access to another resource to support them as they write. I think the ability to engage with generative AI to get personalized learning experiences is exciting! I can see that there is uncertainty about what that means for students, especially in writing classes. In a section of composition I’m teaching this semester, I had students help me write our ChatGPT policy, and most students were against the usage of ChatGPT in a writing course because they didn’t feel it was relevant to have AI do their work for them. However, once we discussed the ways ChatGPT could be used to support their writing, they started discussing things like choice (autonomy), pre-writing and editing things ChatGPT could help with (relevancy) and choice to use it or not (autonomy). We’ll see what happens, but there is opportunity for ChatGPT to create motivation to write and overcome writer’s block, for example.
Educational Technology Blog 