Reshaping the learning and formative assessment processes of Master of Applied Professional Studies (MAPS) students in the age of AI.
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Authors
de Villiers, Cindy
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Degree
Submitted in partial fulfilment of the requirements for the Master of Applied Professional Studies – Adult Teaching
Grantor
Toi Ohomai Institute of Technology
Date
2024-11-01
Supervisors
Thomas, Ruth
Type
Masters Dissertation
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Tertiary education
AI tools in learning and assessment
AI
Artificial intelligence
AI in tertiary education
AI tools in learning and assessment
AI
Artificial intelligence
AI in tertiary education
ANZSRC Field of Research Code (2020)
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Abstract
Despite the growing emphasis on technology-enhanced learning in tertiary education, a limited understanding remains of how students perceive and experience ethically adopting AI platforms for learning and assessment. This research adopted a case-study methodology to explore how Master of Applied Professional Studies (MAPS) students at Toi Ohomai Institute of Technology respond to selected AI tools in learning and assessment processes in two single-semester courses. The study was guided by the 4E GenAI adoption framework developed by Shailendra et al. (2024) to examine students’ experiences and perceptions. The findings informed GenAI adoption within the MAPS programme and can support the development of related policies and procedures at Toi Ohomai, and in other academic settings as set out by the 4E model. By employing a mixed-methods approach, which included a pre- and post-questionnaire and focus group discussions, the research captured students' evolving views on how they access information, engage with academic content, and build their knowledge and skills ethically using GenAI tools.
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