The use of artificial intelligence (AI) in education is becoming increasingly prevalent, and its encroachment and impact on online education and assessment is a topic of interest to researchers and lecturers. ChatGPT is one such AI model that has been trained on a large corpus of text data to generate human-like responses to questions and prompts. Using the theory of disruptive innovation as a foundation for our argument, this conceptual article explores the potential and disruption of ChatGPT in online assessment. This article also considers the ethical implications of using ChatGPT, particularly in relation to online assessment in distance education. While the use of AI in online assessment presents a myriad of limitations and possibilities, it is crucial to approach its use with caution and consider the ethical implications of academic integrity for online assessment. This article aims to contribute to the ongoing discussion and debate around the use of AI in online higher education and assessment, highlighting the need for continued research and critical evaluation of its impact.
This article troubles touch as requiring embodied proximity, through an affective account of virtual touch during coronatime. Interested in doing academia differently, we started an online Barad readingwriting group from different locations. The coronatime void was not a vacuum, but a plenitude of possibilities for intimacy, pedagogy, learning, creativity, and adventure. Although physically apart, we met daily through Zoom, and we touched and were touched by each other and the texts we read. A montage of writing fragments and a collective artwork, based on the Massive_Micro project, highlight virtual touching. Undone, redone, and reconfigured, we became a diffractive human/nonhuman multiplicity.
The unprecedented extended Covid-19 pandemic lockdowns forced higher education institutions (HEIs) to find innovative ways to effectively deliver student tuition and support. The lockdown brought many challenges to the education sector, including increasing the blurring of the work-home boundaries. This study investigated how Covid-19 accelerated the blurring of lecturers' work-home boundaries in the College of Education at a distance education institution in South Africa. Semi-structured interviews were used to collect data from 15 lecturers. The results showed that a lack of workspace at many lecturers' homes forced them to work beyond normal office hours. One of the key findings was that complete segmentation and integration were impossible because these lines were continuously blurred during the pandemic. The demand for immediate feedback by students exacerbated the situation for many lecturers. There is a need for the design of fluid policies that can be readily implemented during times of emergency such as the pandemic. *Author affiliations can be found in the back matter of this article 271 Naidu and Modise Open Praxis
This article, based on a research project with learners in a township school in South Africa, seeks to discuss whether WhatsApp was able to transform the space of the poetry classroom in positive and productive ways. The project was designed in response to research in EFAL (English First Additional Language) classrooms that revealed the marginalisation of poetry as a component in the English classroom, a lack of enthusiasm for it on the part of teachers, and a lack of engagement and energy on the part of learners—all of whom seemed to find poetry remote, irrelevant, unengaging and difficult. The shift to a WhatsApp chatroom, after school hours and outside the classroom, revealed encouraging results. The article seeks to explore the transformative effects of that move, how the chatroom gave learners a creative space in which to express themselves, to speak with their own voice, in their own tongue and to take control of their learning—which seem to us to be decolonising effects. We use Maggie MacLure’s idea of selecting “moments that glow” from the text message conversations and the subsequent focus group discussions and questionnaires to show moments of pedagogic decolonisation.
Education has been greatly impacted by the current Covid-19 pandemic. With countries worldwide experiencing unprecedented extended lockdowns, higher education providers have sought innovative technological ways of effectively delivering tuition and support to diverse students. This has, however, also increased the blurring of the work–home boundaries. This paper reports on the way in which Covid-19 facilitated the blurring of the work–home boundaries of academics in the College of Education at the University of South Africa, a distance education institution. Semi-structured interviews were used to collect data from 15 lecturers via Microsoft Teams. The results showed that, owing to a lack of workspace at their homes, many academics were forced to work beyond normal office hours. Inexplicit expectations from the employer exacerbated the blurring of work–home interfaces for many academics. The results of this study can be used for future research to seek ways in which the management of the University of South Africa or employers of other higher education institutions can help to reduce the blurring of work–home boundaries.
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