Generative AI in Higher Education The Good, the Bad, and the Ugly
Produktdetaljer
Om bidragsyterne
Edited by Kätlin Pulk, Associate Professor, Department of Management and Riina Koris, Associate Professor, Department of Marketing and Communication, Estonian Business School, Estonia<i>‘One may see the </i>Generative AI in Higher Education<i>, edited by Kätlin Pulk and Riina Koris, as one that gives a comprehensive review of the potential benefits and harmful effects that the generative AI produces in higher education. As the subtitle of the book makes it clear, the book looks at the good, the bad and the ugly facets of generative AI in separate parts/chapters, leaving it to the reader to make the final judgement about it, if one can. [...] </i>Generative AI in Higher Education <i>provides an interesting reading on some of the fundamental issues that can get disrupted or promoted in higher education and research and in society at large by the technological revolution.’</i>
- Jandhyala B.G. Tilak, Millennial Asia,
<i>‘The book’s 13 chapters—arranged under “setting the scene,” “the good,” “the bad,” and “the ugly” – provide a broad range of perspectives on whether GAI can (and should) become a reliable ally for educators, students, and researchers. The collective scholarship offers incisive commentary on the ethical, pedagogical, and institutional dimensions of AI in higher education. Laudably, the book contributes to a much-needed critical AI literacy.’</i>
- Jürgen Rudolph, Journal of Applied Learning & Teaching,
<i>‘The chapters in Pulk and Koris’ edited volume discuss the “good,” “bad,” and “ugly” faces of generative AI in higher education and research. They address the paradoxes of using generative AI, namely that using it well requires background knowledge and skills, the absence of which is a main reason for using it in the first place and which are therefore at risk of not being further developed. Highly recommended.’</i>
- Frank den Hond, Hanken School of Economics, Finland,
<i>‘This groundbreaking collection explores the terrain of generative AI across education, learning, and pedagogy. Through bringing together a range of perspectives in one volume it offers an entry point for students and researchers seeking to develop an appreciation for, and critical understanding of, the phenomena.’</i>
- John Preston, University of Essex, UK,
Contrasting perspectives are explored, from educator viewpoints to student attitudes on AI usage, presenting a holistic illustration of the many, often polarizing responses to AI in the classroom. Chapters investigate what higher education could stand to gain from the use of generative AI, and which challenges are involved, looking at the broader implications, opportunities, and threats of usage of generative AI in higher education. This timely book further covers implications for teaching methods and insight into the impact of generative AI usage on student learning experiences as well as offering practical guidelines and warnings about uncritical use of generative AI in scientific research.
This thought-provoking book is beneficial to scholars and educators in higher education, particularly those concerned about the rapid development of AI technologies. Students of disciplines such as education theory, ethics, and development will additionally find it useful.