A Case Study Investigating the Utilization of ChatGPT in Online Discussions

Authors

DOI:

https://doi.org/10.24059/olj.v28i2.4407

Abstract

This study explored the impact of integrating ChatGPT into asynchronous online discussions. The analysis encompassed students’ log data from Canvas and their perspectives on using ChatGPT. Results revealed a significant enhancement in overall discussion participation when ChatGPT is encouraged, emphasizing its potential as a catalyst for constructive conversations and the development of generic skills. Students also acknowledge ChatGPT’s positive influence on critical thinking and knowledge exploration. In summary, integrating ChatGPT not only enhances participation and engagement but also fosters a sense of community, promotes online interaction, and cultivates essential skills. This study concluded by discussing issues associated with using ChatGPT for online discussions and highlighting implications for its appropriate integration into online discussion boards.

Author Biographies

Xi Lin, East Carolina University

Xi Lin is an associate professor in the Department of Interdisciplinary Professions at East Carolina University. Her research focuses on student engagement and interaction in online and distance learning and international students and faculty in the US higher education. More information about her can be found at http://whoisxilin.weebly.com/  

Ken Luterbach, East Carolina University

Ken Luterbach is an associate professor of Instructional Technology in the College of Education at East Carolina University. His professional interests focus primarily on creative use of computers for learning and productivity, which involves work in computational thinking, CS for All, AI for All, and educational robotics. In teaching, he favors the development of lessons that challenge students to innovate through design and development.

Kristen H. Gregory, East Carolina University

Kristen H. Gregory is an associate professor of elementary education in the College of Education at East Carolina University. Previously, she worked as an elementary classroom teacher, K12 reading specialist, community college faculty, and faculty professional development manager. She currently teaches courses on classroom assessment, curriculum development, and educational research for undergraduate and graduate students. Her research focuses on the relationship between professional learning and in-service and pre-service teachers’ pedagogical decisions, professional identity, and use of reflective practice. 

Sarah E. Sconyers, East Carolina University

Sarah Sconyers is the Director of Assessment, Data Management, and Digital Learning for East Carolina University’s College of Education. She previously served as the edTPA Coordinator and as an Instructional Consultant for the college. Before coming to ECU, Sarah spent twelve years as a secondary social studies teacher with Chapel Hill-Carrboro City Schools.  

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Published

2024-06-01

Issue

Vol. 28 No. 2 (2024): Online Learning

Section

Online and Blended Learning in the Age of Generative AI

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Copyright (c) 2024 Xi Lin, Ken Luterbach, Kristen H. Gregory, Sarah E. Sconyers

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