Michael Mindzak, Assistant Professor of Educational Studies at Brock University, and Sarah Elaine Eaton, Educational Leader in Residence, Academic Integrity and Assistant Professor at the University of Calgary, had a piece recently published in The Conversation about the use of artificial intelligence in academic writing and the dilemmas that may pose when it comes to academic integrity.
“The dramatic rise of online learning during the COVID-19 pandemic has spotlit concerns about the role of technology in exam surveillance — and also in student cheating.
Some universities have reported more cheating during the pandemic, and such concerns are unfolding in a climate where technologies that allow for the automation of writing continue to improve.
Over the past two years, the ability of artificial intelligence to generate writing has leapt forward significantly, particularly with the development of what’s known as the language generator GPT-3. With this, companies such as Google, Microsoft and NVIDIA can now produce “human-like” text.
AI-generated writing has raised the stakes of how universities and schools will gauge what constitutes academic misconduct, such as plagiarism. As scholars with an interest in academic integrity and the intersections of work, society and educators’ labour, we believe that educators and parents should be, at the very least, paying close attention to these significant developments.”
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