Exploring ChatGPT's Impact on Higher Education – A Case Study

The Revolutionary Impact of AI

Throughout the ages, technological advancements have disrupted traditional practices, necessitating individuals to adjust and weigh the potential advantages and disadvantages of emerging technologies. From the printing press to the blackboard, from the computer to the internet, each new innovation has shaped the way we teach and learn. And artificial intelligence (AI) is set to be the next catalytic jump forwards. Although AI has been around since the mid-1950s, it is only in recent times that data mining, advanced algorithms and powerful computers with vast memory have been developed, thus making AI increasingly relevant. From problem-solving in the 1950s to the simulation of human reasoning in the 1960s, from early mapping projects in the 1970s to the development of intelligent assistants in the 2000s, AI has made impressive strides. Today, AI manifests in household personal assistants like Siri and Alexa, self-driving cars and automated legal assistants. It has also spawned AI-assisted stores, AI-enabled hospitals and the ubiquitous Internet of Things. In the realm of higher education, the integration of AI technologies holds transformative potential for traditional teaching and learning practices. However, a new era has now arrived with the emergence of ChatGPT, the game-changing AI chatbot. So what is ChatGPT?

The Arrival of Chat Generative Pre-trained Transformer (ChatGPT)

ChatGPT, an influential AI chatbot developed by OpenAI, has emerged as a game-changer in education, offering students dynamic and human-like conversations through natural language processing (NLP). Since its launch on 30 November 2022, ChatGPT has revolutionised the educational landscape, providing students with immediate access to information, personalised recommendations and continuous support throughout their academic journey. However, its implementation has also raised concerns about academic integrity, leading some institutions to ban its usage or adopt stricter assessment methods to combat AI-based cheating. This has sparked global discussions among educators, debating whether ChatGPT represents an opportunity or a threat.

At its core, ChatGPT operates by harnessing the power of NLP to comprehend and respond to human queries in a conversational manner. Through advanced algorithms and machine learning techniques, ChatGPT has been trained on vast datasets to generate human-like responses, making it an indispensable tool for engaging with students. The interactive and personalised nature of ChatGPT's conversations makes it highly valuable in the educational landscape. Students can instantly access answers to their questions, relevant resources and tailored recommendations based on their learning needs. Whether seeking clarifications, additional information or guidance, ChatGPT serves as a reliable and readily available support system throughout their academic journey. Furthermore, instructors can leverage ChatGPT to streamline administrative tasks and enhance the learning experience. By automating routine administrative processes, such as addressing frequently asked questions and providing course-related information, instructors have more time to focus on meaningful interactions with students. Additionally, ChatGPT can offer timely and personalised feedback, providing students with real-time guidance and support. Integrating ChatGPT into the educational environment can lead to a more engaging and interactive learning experience. Students benefit from immediate assistance, personalised guidance and a supportive learning environment, while instructors can optimise their teaching practices and facilitate more meaningful interactions.

As we can see, the potential of ChatGPT in higher education is promising. However, it is essential to recognise the caveats that accompany it. To begin with, addressing the ethical considerations and limitations surrounding ChatGPT is crucial. These encompass concerns about its reliance on heuristics, lack of transparency in internal workings, issues with capability versus alignment, limitations in helpfulness, interpretability challenges, issues of bias and fairness, factual accuracy and truthfulness, as well as ethical concerns regarding data privacy and cybersecurity. Moreover, the impact of ChatGPT on industries, including higher education, necessitates thorough investigation. The integration of AI technologies like ChatGPT brings transformative effects on job markets, resulting in the elimination and transformation of positions, requiring a re-evaluation of traditional work models. Within education, institutions and companies face disruptive challenges as ChatGPT alters job roles, posing questions about the value of human expertise and critical thinking skills. Additionally, financial implications and the costs associated with implementation and ongoing support require careful consideration. Furthermore, the concentration of AI power and the potential for corporate dominance are critical factors to explore. The risk of a few dominant companies controlling and influencing AI raises concerns about limited diversity, choice and fair competition, emphasising the need to address data ownership, privacy and the possibility of monopolistic practices. Establishing comprehensive policies and regulations becomes essential to ensure ethical use, responsible deployment and accountability in the integration of ChatGPT and similar technologies. Lastly, the scarcity of research on the specific impact of ChatGPT in teaching, learning and higher education institutions underlines the significance of investigation. The limited availability of case studies, insufficient student perspectives and inadequate understanding of necessary adaptations in educational objectives and practices create a substantial knowledge gap. It is therefore crucial that investigations of ChatGPT in higher education are undertaken, due to its potential as well as its associated caveats.

In the wake of the COVID-19 pandemic, educational approaches underwent a significant shift. However, compared to the emergence of ChatGPT, the impact of the pandemic may appear relatively small. While instructors and institutions had the option to revert to traditional educational methods as the pandemic receded, the same cannot be said for ChatGPT and AI chatbots. In fact, one could argue that ChatGPT represents a new kind of ‘pandemic’ in the educational landscape. So, how should this be addressed?

MEF University's Response to ChatGPT

MEF University, a pioneering non-profit private institution located in Istanbul, Turkey, has been at the forefront of embracing innovative educational methodologies since its inception. Founded by Dr İbrahim Arıkan, the university envisions revolutionising higher education by equipping students with the skills necessary for future careers and addressing the dynamic demands of contemporary industries and society. By strategically investing in infrastructure and cutting-edge technology, MEF has solidified its reputation as a forward-thinking institution. Since its establishment in 2014, MEF became a trailblazer by fully embracing the flipped learning approach across its entire campus. This pedagogical model emphasises student-centred learning and the cultivation of critical thinking skills. Under this framework, students engage with course content outside of class, while in-class time is dedicated to the practical application of these principles. Instructors adopt roles as facilitators or coaches, delivering personalised support and feedback. However, MEF University's commitment to enhancing the learning experience and embracing innovation did not stop there. In 2019, the institution phased out traditional final exams in favour of project-based and product-focused assessments, fostering active learning and tangible application of acquired knowledge. Additionally, digital platforms and adaptive learning technologies were seamlessly integrated into programmes, providing interactive resources and tailoring the learning journey to each student's unique needs. The integration of Massive Open Online Courses (MOOCs) further expanded self-directed learning opportunities, culminating in the development of the Flipped, Adaptive, Digital and Active Learning (FADAL) model (Şahin & Fell Kurban, 2019). This model proved its worth when the COVID-19 pandemic struck in 2020. While conventional institutions grappled with the transition to online learning, MEF University's FADAL approach facilitated a seamless shift. The institution's emphasis on technology, active learning and personalised education ensured a smooth transition to remote learning. Accolades, including being recognised as Turkey's top university for effectively navigating the pandemic through national student satisfaction surveys and receiving the 2020 Blackboard Catalyst Award for Teaching and Learning, underscored MEF's successful adaptation to the new educational landscape. Building on this foundation, the institution introduced an AI minor programme, Data Science and AI, in 2021. This programme equips students across all departments with comprehensive skills in data management, analytics, machine learning and deep learning, preparing them for real-world applications. Through these strategic initiatives, MEF University's commitment to disruptive innovation and investment in new technologies have positioned it as a leader in preparing students to meet the evolving demands of industries and society.

The public launch of ChatGPT on 30 November 2022 sparked robust discussions at MEF University about the potential opportunities and challenges it introduces to higher education. In response, three individuals at the university volunteered to undertake an initial experiment spanning from December 2022 to January 2023. This experiment involved integrating ChatGPT into course design, classroom activities and evaluating its impact on assessments and exams. The findings from this experiment catalysed a faculty meeting in January 2023. During this meeting, the origins and potential implications of ChatGPT were presented, and the volunteers shared concrete examples of its incorporation in various educational contexts. The diverse array of perspectives expressed during the meeting underscored the necessity for an in-depth institutional case study to comprehensively explore ChatGPT's impact on education within MEF University. Specifically, the university aimed to understand how ChatGPT could potentially reshape the roles of students, instructors and higher education institutions. Recognising the gravity of the situation and the imperative for further exploration, the concept for the research project outlined in this book was conceived.

The core objectives of our research project encompass a thorough exploration of ChatGPT's potential impact on students and instructors within the realm of higher education. By immersing ourselves in the implementation of this transformative technology, our study aims to unearth potential challenges and barriers that may emerge. This endeavour offers invaluable insights into the transformative role AI chatbots like ChatGPT can play in reshaping the teaching and learning landscape. Our overarching mission is to delve into how the integration of ChatGPT might redefine the roles of students, instructors and higher education institutions. Through this inquiry, we aspire to gain a profound understanding of how AI chatbots might reshape dynamics and responsibilities within the educational sphere. By scrutinising these shifts, we seek insights into the implications for educators, learners and universities as a whole. Furthermore, our research aims to contribute to the broader discourse surrounding the integration of AI technologies in higher education. Guided by three pivotal research questions that structure our investigation, namely, ‘How may ChatGPT affect the role of the student?’; ‘How may ChatGPT affect the role of the instructor?’; and ‘'How may ChatGPT affect the role of institutions of higher education?’, our study aims to offer valuable insights that will inform educational practices, guide policy formulation and shape the future integration of AI technologies in higher education institutions. Ultimately, our research endeavours aim to contribute to a deeper understanding of the potential benefits and considerations associated with ChatGPT, ensuring its effective and responsible integration within the realm of higher education.

Purpose and Scope of the Book

This book aims to provide a comprehensive analysis of MEF University's exploratory case study, delving into the potential impacts of ChatGPT on various stakeholders. Drawing from diverse perspectives, experiences and anecdotes, our objective is to offer a profound understanding of the transformative shifts occurring within our institution. By delving into these findings, we intend to contribute meaningfully to the broader discourse on ChatGPT's implications in higher education and offer valuable insights to institutions facing similar inquiries.

In this opening chapter, we introduced ChatGPT and highlighted the significance of investigating its role in higher education. We established our research context, reasons for conducting this study, research objectives and research questions. Chapter 2 delves into the emergence of chatbots, shedding light on their limitations and ethical considerations. Additionally, we explore ChatGPT's profound impact on employment and education, as well as scrutinising evolving educational policies in response to these changes. We conclude this chapter by discussing the need for robust policies to address potential risks associated with AI. Chapter 3 constructs a theoretical framework by incorporating critical theory and phenomenology. This framework enables us to comprehensively examine ChatGPT's impact, encompassing power dynamics, social structures, subjective experiences and consciousness, thereby providing deeper insights into its relevance and broader implications. In Chapter 4, we present a literature review of ChatGPT in higher education, identifying valuable insights and specific gaps, while explaining how our study addresses these gaps and advances understanding. Chapter 5 introduces the research methodology, employing a qualitative exploratory case study approach at MEF. We utilise interviews, observations, research diaries and surveys for data collection. Thematic analysis aids in interpreting the data, leading to the identification of themes, including: Input Quality and Output Effectiveness of ChatGPT, Limitations and Challenges of ChatGPT, Human-like Interactions with ChatGPT; the Personal Aide/Tutor Role of ChatGPT; Impact of ChatGPT on User Learning and Limitations of Generalised Bots for Educational Context. Chapter 6 offers an interpretation of these themes, linking them to the research questions, data, literature review and theoretical framework. The book then transitions to discussing the practical implications derived from the findings and interpretation. In Chapter 7, we delve into the ethical implications, including critiquing AI detection tools, scrutinising current AI referencing systems, the need to rethink plagiarism in the AI age, the need to cultivate proficiency in AI ethics and the importance of enhancing university ethics committees' roles. Chapter 8 delves into product implications, emphasising the necessity of fair access to AI bots for all students, the importance of fostering industry collaboration to understand AI developments, how we should approach decision-making regarding specialised bots and the importance of integrating prompt engineering courses into programmes. Chapter 9 explores educational implications, discussing the impact of AI on foundational learning, how we can navigate AI challenges through flipped learning, how we can design AI-resilient assessment and instruction strategies, and the importance of fostering AI literacy in students and instructors. In Chapter 10, we highlight our study's contributions to knowledge and research. Beginning with an overview of our research structure, the chapter delves into key insights and findings, revisiting essential themes. Our theoretical framework is discussed for advancing AI discourse by blending philosophy and technology in educational research. We explore practical implications for higher education institutions. Moreover, we advocate that universities bear a moral duty to actively engage in the global AI conversation. Addressing research limitations, we outline how we plan to overcome them in future studies. Recommendations for additional relevant research areas are also presented to further explore AI in higher education. The chapter concludes by underscoring our role as authors of the AI narrative, with the power to shape AI technologies in alignment with our shared values and aspirations.

In conclusion, this book provides a comprehensive exploration of the implications of ChatGPT within both our institution and higher education at large. Our in-depth case study yields profound insights into the transformative power of AI tools like ChatGPT. By sharing these insights and their broader implications, our goal is to foster meaningful discussions, critical engagement and purposeful initiatives in the field. Our endeavour offers valuable guidance to other institutions, allows us to reflect on our experiences and envisions a future where education thrives in an AI-enhanced environment. We extend a warm invitation to educators, university leaders and institutions to join us in responsibly harnessing AI's potential, thereby shaping a more promising horizon for education.