article · Open Praxis
Generative artificial intelligence offers significant potential to enhance academic writing skills for large cohorts within distance learning environments. Drawing upon socio-cultural theory and a human-AI collaboration framework, the research examines the interplay between human intelligence and machine capabilities. Insights gathered from lecturer interviews, student focus groups, and marker discussions reveal positive perceptions of artificial intelligence integration within an academic writing module. Students view these tools as beneficial guides that support motivation to develop writing proficiency. Overall, the findings indicate that incorporating generative artificial intelligence creates innovative teaching and learning opportunities for educators, helping to reshape pedagogical strategies and future practices in distance education.
Distance education institutions often struggle to provide individualised academic writing support to large numbers of learners. Demonstrating that generative artificial intelligence can effectively guide students and sustain their motivation offers a practical approach to modernising remote higher education. It shows how emerging digital tools can assist both learners and educators without replacing essential human guidance.
The study identifies practical applications for generative artificial intelligence tools in distance education, specifically as writing aids and pedagogical support tools for students and university lecturers. Because the investigation relies on qualitative perceptions rather than commercial product trials, the work represents early-stage exploratory research. Any commercial educational technology tools or institutional writing platforms built on these concepts would require further design, testing, and formal implementation strategies.
AI-generated from the published abstract. Always read the original work before citing.
This qualitative study explores the potential of generative artificial intelligence (AI) to improve the academic writing skills of a large student cohort within the context of a distance learning institution. Utilising qualitative methods, the research explores diverse approaches and applications of generative AI to elevate teaching and learning experiences. Grounded in socio-cultural theory and a human-AI collaboration framework, the study highlights the synergistic interplay between human intelligence and generative AI capabilities. Email interviews with lecturers, focus group discussions with students, and informal discussions with markers on a WhatsApp group helped researchers to (1) understand lecturers’ perceptions of generative AI integration in the Academic Writing module, (2) explore students’ perspectives on the potential of generative AI as a guide in the Academic Writing module, and (3) examine the potential of generative AI on students’ motivation to enhance their academic writing skills. Findings from the study reveal that the potential of generative AI has a positive impact on teaching and learning experiences, providing innovative opportunities for academics. This research contributes to the discourse on the intersection of generative AI and education, reiterating the innovative potential of generative AI in redefining pedagogical strategies and shaping the future of distance learning.
This page summarises published work. The authoritative version sits with the publisher.
DOI: 10.55982/openpraxis.16.2.649
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