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This research was conducted to see if using ChatGPT prompts students to think more deeply through reflection reports. The case study method and qualitative research methodology were used to carry out this study. Five graduate students in the Curriculum and Instruction department at Aksaray University's Social Sciences Institute who were teachers in various subjects and employed at various state school levels participated in the study. It was found that the majority of participants accepted all of the information presented by ChatGPT based on a citation as true, did not feel the need to control data reliability, and could be manipulated by ChatGPT while doing self-evaluation. Additionally, despite the fact that they prepared reflective reports in which they compared their essays with ChatGPT and included questions that prompted them to think critically and reflectively, as well as the fact that they had taken a graduate-level course on the teaching of higher order thinking skills, it was acknowledged that they could not demonstrate the expected performance in using higher order thinking skills other than to a limited extent. The onus should be on educators to pioneer positive examples of how to utilize ChatGPT and provide direction on how to harness its potential, supported by critical thinking, rather than to avoid using it and identify it as a tool to be avoided.

This study delves into the opportunities and challenges associated with the deployment of AI tools in the education sector. It systematically explores the potential benefits and risks inherent in utilizing these tools while specifically addressing the complexities of identifying and preventing academic dishonesty. Recognizing the ethical dimensions, the paper further outlines strategies that educational institutions can adopt to ensure the ethical and responsible use of AI tools. Emphasizing a proactive stance, the paper suggests that by implementing these strategies, schools can harness the benefits of AI tools while mitigating the risks associated with potential misuse. As the adoption of AI tools in education continues to expand, all stakeholders must stay abreast of the latest developments in the field. This knowledge equips educators to navigate the opportunities and challenges posed by AI tools, fostering a learning environment that is both secure and conducive to empowering students to realize their full potential.

In an era of major advances in the digital world, artificial intelligence has been a part of programs, tools, applications, and platforms. It has also been integrated into fields of education including language teaching and learning. To this end, ChatGPT, one of the most recent AI-driven systems, has been proposed to support language learners' personalized studies. Thus, this paper presents a qualitative study aiming to explore how Turkish EFL learners in higher education use ChatGPT for speaking. For a deeper understanding, the study was designed as a case study which used multiple sources to collect qualitative data. In this sense, semi-structured interviews were held with the participants, and through open-ended questions, they were asked about their study habits and any background knowledge about ChatGPT. In a following session, they were introduced the chatbot and instructed on possible ways to use it for speaking practice. Screen recordings of the usage by the participants were another source to observe and later describe the process for the researcher. A final session of the interviews planned as a stimulated recall was held to explore the participants' ChatGPT use experience through their reflection. The thematic analysis of the data revealed codes and themes leading to language teaching implications about learner characteristics and use of AI for language studies.

This study aimed to systematically compile the activities and applications to be used by instructors to conduct synchronous virtual classrooms effectively. Using specific keywords in various databases we examined the literature to discover the activities and applications associated with effective synchronous virtual classrooms. A total of 70 studies were included in the study, based upon pre-determined criteria. A total of 53 activities and applications for conducting synchronous virtual classrooms effectively were obtained and classified according to Gagné's nine events of instruction (GNEI). These activities and applications were sorted within 11 themes dimensions: technical control, environment control, clarity, introductory activities, technological tools, course materials, interaction, feedback, summarizing, time management, and self-assessment. Synchronous virtual classrooms conducted according to this classification will serve as a guide for instructors to conduct synchronous virtual classrooms effectively.

Recent advancements in generative artificial intelligence (GAI) have sparked debates and research on its transformative potential in education. This study explored how a specific group of educators partner with GAI tools, particularly ChatGPT, to complement and enhance their teaching. Within an interpretative paradigm, the study used an exploratory case study design to investigate how 13 educators enrolled as students in a structured master's programme at an open distance learning university in South Africa use GAI tools in their teaching. Their posts on a discussion forum were used to collect data. Findings reveal that they actively employ GAI to streamline their teaching practices, specifically to personalized tutors, simplifying English texts and translations, assessments, lesson planning, and critical thinking tasks. The study also highlights the need to understand the limitations and boundaries of GAI, including concerns about accuracy, biases and reliability. Importantly, the absence of institutional guidelines on GAI raises questions about the necessity for clear guidelines and policies to ensure responsible and ethical integration in educational contexts. The paper concludes by emphasizing the transformative potential of GAI and the fact that it will increasingly act as a partner in teaching and influence modern teaching practices. Ultimately, GAI's foothold in education is undeniable, challenging educators and policymakers to navigate its implications while maximizing its potential to support effective teaching.

By interviewing eleven graduate students in online counseling programs, this interpretive qualitative study explored students' perceptions and practical experiences of synchronous and asynchronous learning methods. The results suggested that counseling students preferred in-person counseling classes to online courses, found synchronous methods more effective than asynchronous methods, considered asynchronous methods less stressful compared to synchronous methods, and felt that micro-counseling skills and emotional reactions were not fully attainable in their online counseling training programs. Based on these findings, we recommend further systematic investigation of counseling graduate students' diverse experiences and perceptions of synchronous and asynchronous learning methods.

The Chat Generative Pretrained Transformer (ChatGPT) is a state-of-the-art artificial intelligence (AI) language model developed by OpenAI. It employs advanced deep-learning algorithms to generate text that mimics human language. ChatGPT, launched on November 30, 2022, has rapidly gained widespread recognition. Its influence on the future of technology and artificial intelligence is anticipated to grow even more, considering it has achieved such significance in less than two years since its release. This study investigated the potential of ChatGPT as a tool for enhancing the learning of Maltese for adult international students. This study involved 41 participants who embarked on a journey of exploration and employed ChatGPT for two weeks to support their Maltese learning. The study evaluated the effectiveness of ChatGPT through surveys and focus group discussions and revealed that while ChatGPT was convenient and accessible, its ability to provide accurate responses to students' questions and support Maltese grammar, vocabulary, and conversational practice was limited. The participants expressed frustration with the ChatGPT's limitations in understanding and responding to the Maltese language. This study emphasizes the need to fully unleash the potential of ChatGPT by improving its training on the Maltese language and collaborating with Maltese language and AI experts to better support Maltese language learning. These findings have important implications for the development of ChatGPT for less widely spoken languages such as Maltese.

Artificial intelligence becomes increasingly prominent in digital language teaching and learning and it will gain even more significance in the future of EFL education (cf. Schmidt & Strasser 2022). Therefore, it is key to explore how those who will shape this future perceive the newest development: pre-service EFL teachers. As Zheng puts it: "EFL pre-service teacher beliefs are the focus of change in the process of education" (2009), consequently their perceptions and beliefs regarding this evolving area of teaching and learning are of utmost importance. Focussing on the latest developments in ChatGPT, this paper aims to give a first insight into the potential and limitations of this AI platform from the perspectives of pre-service teachers in Germany. Therefore, this research project explores the following research questions: (1) Do student teachers consider ChatGPT relevant for their future teaching practice? (2) In which areas of language education do they see potential changes due to ChatGPT? In what ways? and (3) Are there any differences in the perception of ChatGPT between tech-savvy and non-tech-savvy student teachers? The research instrument is a combination of the "technology commitment" scale (Neyer et al. 2016) and items developed specifically for this research project. For RQ3, the analysis refers to existing preliminary work that was able to establish a relationship between technology commitment and the probability of technology application (cf. Knetzek & Christensen 2016). Based on the results of the survey, this paper then aims to offer new perspectives for EFL teacher education and outline concrete reflection activities that further pre-service teachers' critical engagement with AI in language education.

The effectiveness of providing Written Corrective Feedback (WCF) in English as a Foreign Language (EFL) classrooms to enhance students' general writing skills has been well-established. With the advent of various feedback modes in modern classrooms, this pilot study aimed to explore EFL students' perceptions and preferences regarding the effectiveness of three distinct feedback modes: peer feedback, artificial intelligence (AI), and teacher feedback. The study also aimed to determine the distribution of feedback across specific writing components, while accounting for revisions made. Fifteen pairs of participants completed a short writing task and received WCF from peers, followed by an AI tool (ChatGPT), and finally from their teacher. Subsequent revisions to their writing were made after each feedback mode. Using a qualitative approach via survey analysis, findings indicate that participants perceived both ChatGPT and teacher feedback as effective, with peer feedback also being generally regarded as effective by most participants. Preferences lean towards teacher WCF and a combination of teacher and ChatGPT WCF. Additionally, the study identified feedback distribution across writing components, with implications discussed for refining EFL classroom feedback practices.

This study explores the affective aspects -- willingness to communicate (WTC) and International Posture (IP) -- and speaking skills after using technological tools. Online synchronous meeting tool, Zoom, and the asynchronous tool, Padlet, were used as online learning platforms. Data were collected using an 8-item questionnaire on the WTC and a 20-item questionnaire on the IP. They were pre-existing questionnaires developed for the Japanese context and were administered to 34 college students before and after their lessons. Participants' speaking ability was tested twice (pre- and post-tests). Open-ended responses and participant reflections were also analyzed to gain further insights. Results showed significant effects on enhancing WTC, IP and speaking skills of participants with regard to ICT-based International Interactions. In addition, positive communication experiences with cross-cultural partners using Zoom and Padlet led to higher affective aspects and learning motivation. The findings suggest the viability of Padlet and Zoom as a tool for all proficient learners because of their relative ease of use and data management features. The implication of this study is relevant to a pedagogical tool in online exchanges for the current generation of students.

This research study explored the perspectives of 20 educational technologists from four Saudi Arabian universities regarding the integration of AI-powered technology, particularly ChatGPT, into online higher education. The study used a qualitative research method that relied on the principles of theoretical sampling to select participants and conducted in-depth interviews to collect their insights. The approach taken for data analysis was thematic analysis, which uncovered a rich range of insights on both the challenges and opportunities associated with students' use of AI-integrated technology in the context of online higher education. Ten significant challenges emerged that shed light on the complexities and intricacies of integrating AI-powered technology into educational environments. These challenges included issues related to technological infrastructure, pedagogical adaptation, and the need for comprehensive training programs to empower both teachers and learners. Additionally, eight threats were examined that highlighted concerns about data security, privacy, and potential risks associated with AI technology in educational institutions. This study not only provided a comprehensive overview of the current landscape of AI-integrated technology in Saudi Arabian higher education, but also provided valuable insights for education stakeholders, technologists, and policy makers. It underscored the necessity of proactive measures to mitigate challenges and threats while harnessing the opportunities presented by AI technology to enhance the quality and effectiveness of online higher education.

The release of ChatGPT has marked the dawn of a new information revolution that will transform how people communicate and make meaning. However, to date, little is known about the implications of ChatGPT for L2 composition instruction. To address this gap, the present study uses a systematic review design to synthesize available research on the educational potentials of ChatGPT as an instructional assistant, outline the implications of these potentials for L2 writing instruction, and discuss their practical applications. The findings, based on a meta-analysis of 42 research articles, demonstrate that ChatGPT can enhance L2 writing instruction by boosting learners' motivation, automating instructional tasks, and offering instantaneous, personalized feedback to learners. These findings have important implications for harnessing the instructional potential of generative AI in L2 writing classes.

Despite new challenges in selecting and using curriculum resources during the COVID-19 pandemic, teachers continued to use existing resources published by the ministry or global publishers. Understanding how teachers use curriculum resources is necessary for designing more effective curricula and drawing lessons for professional development. This study investigates how high school English teachers used curriculum resources during COVID-19. Following maximum variation sampling, we used a holistic multiple-case design with six volunteer experienced English teachers from four different types of schools in Izmir. As recommended for case studies, classroom observations, document reviews, and semi-structured interviews were conducted. The data were analyzed by using theoretical thematic analysis. The findings reveal that teachers mostly favored the offloading in the use of curriculum resources in synchronous online and face-to-face teaching, and the second most frequently used approach is adaptation during the pandemic period. Omitting and improvising were the least preferred approaches. When the synchronous online and face-to-face lessons are compared, the approaches to using curricular resources appear to be broadly similar. In other words, the approaches to using curriculum resources did not change much during synchronous online and face-to-face lessons. The curricular resources are tried to be used by offloading so that the students do not experience learning losses, and adaptations are made by using web 2.0 tools and various digital resources. [This article includes an extended summary in Turkish.]

In the context of education, the issues of integrating artificial intelligence (AI) into teaching and maintaining academic integrity in students' use of AI are particularly relevant. This paper empirically examined the issue of ChatGPT usage for writing homework from the perspectives of students and professors. Study research methods included both quantitative and qualitative approaches. In Study 1, an anonymous questionnaire was administered to 350 Croatian students, users of ChatGPT, to investigate their perceptions, attitudes, habits, and intentions regarding ChatGPT usage for homework assignments. In Study 2, twelve faculty members were tested on their accuracy of distinguishing between original students' papers and ChatGPT-generated papers. For this purpose, 25 different versions of papers for 8 different courses were prepared. The results of the students' survey showed that most students still do not use ChatGPT regularly and have neutral attitudes about its usefulness, ease of use, risks, and intentions for future use. In addition, they were moderately concerned about ethical issues around its usage. Differences across gender and field of study were found. Professors, on the other hand, reported having average self-efficacy in appraising authorship, which is in line with their low average accuracy of 53%. Accuracy in distinguishing was lowest when ChatGPT was instructed to write a paper as a student. These results strongly suggest the necessity for clear guidelines, plagiarism detection tools, and educational initiatives to promote ethical use of AI technology.

The literature identifying factors that influence learning, motivation, identity formation and participation, termed affordances, has focused primarily on face-to-face classrooms. However, literature about affordances within online synchronous classrooms at the graduate level is only just emerging. Therefore, the purpose of this study was to contribute to uncovering the affordances in online synchronous classrooms at a graduate level. Using a qualitative method with a phenomenological design, learners from a hybrid Doctor of Physical Therapy program using online synchronous classrooms participated in a semi-structured interview via video conference. Interviews were transcribed via Zoom software and then manually coded using NVivo 12 software. Additionally, two previously recorded synchronous classes were observed and manually coded. Inductive thematic analysis was used to identify and refine codes to construct themes and subthemes. Three major themes were identified from the coded data: teacher influence, learner positionality, and social connection are three major affordances that can change learner motivation, identity formation, and learning perceptions in the online synchronous graduate-level classroom. This study adds a new perspective to the existing literature on affordances affecting participation. Using interviews and observing online classes, this research provides a comprehensive analysis of affordances that influenced learning outcomes in an online synchronous classroom at the graduate level. By understanding the affordances that impact how learners participate, teachers can design classrooms that have the potential to improve learner outcomes.

The cultural challenge of educating Haitian rehabilitation professionals was identified by a Canadian francophone university which collaborated in the implementation and organization of international internships. Ethical cross-border internationalization should ensure reciprocity for partners. With this as a central value and in a context of pedagogical resource scarcity in Haiti, an intercultural educational partnership involved Haitian and Canadian university students situated in their respective countries in a Problem-Based Learning (PBL) course. Teachers and students applied principles of decolonization of health pedagogy principles were applied by teacher and students throughout this cross-border virtual synchronous PBL course. The aim of this study was to determine the feasibility and to identify facilitators and obstacles to conducting a cross-border virtual synchronous PBL course and its perceived benefits in the development of professional competencies. Five Canadian students and five Haitian students, all volunteers, took part in a 3-week cross-border virtual synchronous PBL course. Deductive qualitative content analysis of the transcripts from a 120-minute focus group discussion held one week after the course and a logbook kept during the project was conducted. The criteria deemed important to successfully replicate this project relate to: 1) The attributes of the students and teachers involved; 2) pedagogical preparation activities; and 3) the use of multiple communication strategies and connectivity plans. In addition to the acquisition of course content not readily available in Haiti, the student interactions inherent in the PBL method supported the acquisition of competencies such as collaboration, communication, and change agent advocacy promoted by the Canadian association of occupational therapy which contribute greatly to strengthening the students' professional identity.

This research delves into the multifaceted aspects influencing the adoption and utilization of ChatGPT among postgraduate students. Executed as a qualitative study involving participants from a prominent federal university, the primary objective was to discern students' nuanced perceptions of ChatGPT and their inclination to embrace it as an academic support tool. Based on Unified Theory of Acceptance and Use of Technology, the study employed thematic analysis with a focus on critical dimensions. Results illuminate that students are motivated to amplify academic performance, boost productivity, and streamline time management, with ChatGPT emerging as a user-friendly solution. Peer and faculty influence further solidified its integration, evolving into a habitual tool, and the availability of a free version significantly contributed to its widespread adoption. This research highlights the growing prevalence of ChatGPT across diverse academic activities, encompassing exploratory research, programming, presentations, and email composition--however, varying opinions surface regarding its efficacy and limitations in scientific text production. The research findings, particularly in the context of technology assimilation in academia, hold significant relevance for educational policymakers and practitioners. They offer valuable insights that can help form policies that foster the judicious and effective integration of technology within educational settings.

Teachers perceive student engagement in many ways, and do not necessarily align engagement strategies they employ with their own conceptualization of this construct. This situation is worsened in online learning of which popularity has grown since the emergence of the COVID-19 global pandemic. We explored perceptions of student engagement in online learning, both synchronous and asynchronous, using semi-structured in-depth interviews with K-12 teachers (N=13). We referred to different dimensions (behavioral, emotional, social, and cognitive) and contexts (student, peers, class, school, and home). Findings suggest that student engagement in online learning has unique characteristics: It is mostly behavioral, particularly task-centered; it relates to student-, class-, and home contexts; and teachers take responsibility on- and act upon issues related to it.

With the initial COVID-19 lockdown of March 2020 in Ireland, many modules in university programmes that were designed to be delivered face-to-face were suddenly switched to remote delivery. The difficulty for both lecturers and students in replicating face-to-face interaction and the frequent lack of lecturers' visibility of students' work in such a setting created challenges for teachers and learners alike. In the current study, students' perspectives were sought on the format of remotely delivered tutorials for two first-year engineering mathematics modules. The format of the tutorials was designed to emulate face-to-face delivery as closely as possible and to promote student engagement, with an emphasis on real-time lecturer-student interaction as well as comprehensive visibility on student progress throughout each tutorial by combining an online mathematics assessment system Numbas with the video conferencing platform Zoom. Overall, students found the format to be a positive alternative to face-to-face tutorials and one that compared favourably with alternative delivery methods. It is hoped that the findings of this study would be of use to other practitioners engaged in remotely delivered mathematics tutorials.

This research explores the development, execution, and student feedback on a multi-themed digital escape room (ER) activity, designed for teaching medicinal chemistry during the COVID-19 pandemic. It aimed to examine students' perceptions of the ER activity, focusing on its effectiveness in enriching students' understanding of medicinal chemistry and increasing their engagement level. Implemented in a synchronous online lecture for third-year pharmacy students, this ER activity was designed with the intention of fostering active learning and teamwork. A total of 184 students participated in various medicinal chemistry-themed challenges, using puzzles on a virtual whiteboard and breakout rooms for team discussions. The findings gathered from the post-implementation survey highlight the impactful learning outcomes associated with a replicable ER activity designed for online medicinal chemistry courses. This innovative teaching strategy not only cultivated a deeper understanding of key medicinal topics among students (mean=4.36) but also enhanced their collaborative skills through increased peer interaction (mean=3.73). They also reported higher level of engagement due to the interesting activities (mean=4.53). The quantitative results were affirmed by the qualitative feedback obtained from the open-ended questions, indicating a consistently positive learning experience and student reception towards the ER implementation. Although they encountered obstacles like stress, internet issues, and unfamiliarity with the ER format, more than 70% of the students agreed that the ER activity was a highly effective learning tool. This digital ER activity also demonstrates promise as an educational tool to encourage active learning and enhance students' motivation in learning medicinal chemistry. The study has showcased the potential benefits of integrating digital ERs into traditional teaching methods, especially for catering to the preferences of Generation Z students in a collaborative learning environment. In addition, the research offers valuable insights into the use of ERs in pharmacy education, contributing to the scarce literature on ER applications in medicinal chemistry and opening avenues for further research on ER-based educational strategies.

Tragedies are neither sought nor requested. Unfortunately, they happen and affect all areas of life, especially education. However, they leave lessons that work to face new challenges. This study aims to analyze the transition from classroom classes to distance classes due to an earthquake that hit Mexico City in 2017, damaging its buildings and infrastructure, to find the necessary aspects for an efficient transition in these cases, using different Tecnologico de Monterrey's institutional data. Faculty members were interviewed about their views during the transition. The student's grades were also compared. Student responses were analyzed in the teacher satisfaction surveys. Challenges encountered by faculty during the sudden implementation of online courses were difficulties in the use of digital technologies, the amount of time spent preparing the class, the new ways of communication, the lack of use and knowledge of the online model, and the student's evaluation in online settings. The advantages mentioned by the faculty were flexibility, recorded classes, and the new tools that can be used for teaching. It was also observed that the student averages were higher in the semester after the earthquake. However, although young faculty with excellent technology management or experienced faculty with good use of technology and who are very well trained were the profiles that students better evaluated, no correlation was found between their teacher-associated variables and teacher performance indicators with the student averages. This experience served as a basis for meeting the contingency of 2020 with COVID-19. It represented itself as one antecedent in evaluating online education, allowing the establishment of a more expeditious and efficient online educational system.

This study aimed to explore the undergraduates' attitudes and perceptions towards the use of synchronous zoom classroom for learning, and the effect of individual differences on the perceptions of zoom learning. Data were collected via online structured questionnaire from a total of 379 undergraduate students, who utilized a hybrid mode for learning, at purposively selected two state universities. The findings explored that undergraduates did not overwhelmingly support or oppose the utilization of zoom platform for learning. Multi-group analysis revealed that: male undergraduates were more receptive to use zoom classroom for learning, and perceived more beneficial aspects associated with zoom classroom compared to female undergraduates; further, undergraduates in the final academic year had the preference for zoom learning whereas those in the first academic year did not show a definite inclination either in favour or against the use of zoom for learning; moreover, significant differences were observed over the preferences on learning through both zoom and face-to-face regarding theoretical and mathematical subjects where learning of theoretical subject was supported by zoom and learning of mathematical subject were not showed a definite inclination either in favour or against the use of zoom. These findings clearly demonstrate that there is a possibility to take forward the teaching and learning through a hybrid mode which integrates both online mode and traditional face-to-face mode. This research provides insights for educational policy makers and university administrators to incorporate a hybrid learning mode for effective learning and solution for the highly demanded physical infrastructure facilities in the universities.

Following the emergence of chatbots, especially ChatGPT, researchers have begun to examine their capabilities, credibility, and reliability in educational context. In this study, ChatGPT and Google Gemini are used as technological tools to create 7th-grade lesson plans for mathematics, science, literature, and social studies classes. Using prompts, these chatbots were asked to create lesson plans for the desired course, subject, and level. The data source of this study is the content produced by these chatbots. We analyzed 18 lesson plans to identify patterns and variations within the context of learning theories and models by using the Taguette qualitative analysis program. The results show that the lesson plans created by both chatbots are strongly resemblance to human-written educational content such as sentence structures, lesson activities, and assessments. Although the activities in all lesson plans defined teachers as facilitators and offered partially constructive lesson plans, it was found that the technology-integrated activities were very limited. The findings of this study provide a practical implication of chatbots for teachers and highlights educational considerations when integrating these tools into lessons.

This study explores the feasibility of using AI technology, specifically ChatGPT-3, to provide reliable, meaningful, and personalized feedback. Specifically, the study explores the benefits and limitations of using AI-based feedback in language learning; the pedagogical frameworks that underpin the effective use of AI-based feedback; the reliability of ChatGPT-3's feedback; and the potential implications of AI integration in language instruction. A review of existing literature identifies key themes and findings related to AI-based teaching practices. The study found that social cognitive theory (SCT) supports the potential use of AI chatbots in the learning process as AI can provide students with instant guidance and support that fosters personalized, independent learning experiences. Similarly, Krashen's second language acquisition theory (SLA) was found to support the hypothesis that AI use can enhance student learning by creating meaningful interaction in the target language wherein learners engage in genuine communication rather than focusing solely on linguistic form. To determine the reliability of AI-generated feedback, an analysis was performed on student writing. First, two rubrics were created by ChatGPT-3; AI then graded the papers, and the results were compared with human graded results using the same rubrics. The study concludes that e-Learning arning certainly has great potential; besides providing timely, personalized learning support, AI feedback can increase student motivation and foster learning independence. Not surprisingly, though, several caveats exist. It was found that ChatGPT-3 is prone to error and hallucination in providing student feedback, especially when presented with longer texts. To avoid this, rubrics must be carefully constructed, and teacher oversight is still very much required. This study will help educators transition to the new era of AI-assisted e-Learning by helping them make informed decisions about how to provide useful AI feedback that is underpinned by sound pedagogical principles.

Artificial Intelligence (AI) and related technologies have a long history of being used in education for motivating learners and enhancing learning. However, there have also been critiques for a too uncritical and naïve implementation of AI in education (AIED) and the potential misuse of the technology. With the release of the virtual assistant ChatGPT from OpenAI, many educators and stakeholders were both amazed and horrified by the potential consequences for education. One field with a potential high impact of ChatGPT is programming education in Computer Science (CS), where creating assessments has long been a challenging task due to the vast amount of programming solutions and support on the Internet. This now appears to have been made even more challenging with ChatGPT's ability to produce both complex and seemingly novel solutions to programming questions. With the support of data collected from interactions with ChatGPT during the spring semester of 2023, this position paper investigates the potential opportunities and threats of ChatGPT for programming education, guided by the question: What could the potential consequences of ChatGPT be for programming education? This paper applies a methodological approach inspired by analytic autoethnography to investigate, experiment, and understand a novel technology through personal experiences. Through this approach, the authors have documented their interactions with ChatGPT in field diaries during the spring semester of 2023. Topics for the questions have related to content and assessment in higher education programming courses. A total of 6 field diaries, with 82 interactions (1 interaction = 1 question + 1 answer) and additional reflection notes, have been collected and analysed with thematic analysis. The study finds that there are several opportunities and threats of ChatGPT for programming education. Some are to be expected, such as that the quality of the question and the details provided highly impact the quality of the answer. However, other findings were unexpected, such as that ChatGPT appears to be "lying" in some answers and to an extent passes the Turing test, although the intelligence of ChatGPT should be questioned. The conclusion of the study is that ChatGPT have potential for a significant impact on higher education programming courses, and probably on education in general. The technology seems to facilitate both cheating and enhanced learning. What will it be? Cheating or AI-enhanced learning? This will be decided by our actions now since the technology is already here and expanding fast. [Note: The publication year (2023) shown in the citation on the PDF is incorrect. The correct publication year is 2024.]

Due to the predominance of test-oriented practice, one major challenge faced in Japanese high school classrooms is the lack of learning activities to develop higher order thinking. The purpose of this action research study was to explore an extracurricular blended learning program created to develop the higher order thinking of English language learners at a public high school in Japan. In this one-month program, 16 participants engaged in online synchronous and asynchronous activities, with English as a medium of instruction and communication, supported by in-person face-to-face sessions conducted in Japanese. Data were collected via asynchronous forums, a post-survey, and my observation notes. Results indicated that participants demonstrated higher order thinking to a certain extent overall in the forums; however, learner-learner interaction was not as highly activated as expected, mainly due to limited social interaction within the forums. These findings suggested that constructivist asynchronous forums can be used to develop the higher order thinking of English language learners in K-12 settings, with appropriate program design, instructor mediation, and content.

This paper aims to study the effects that asynchronous and synchronous instructional methods have on student perceptions and attitudes towards online education. We analyze both qualitative and quantitative survey responses from 496 students in three large (greater than 200 enrolled students) first-year calculus classes at the University of Guelph. The survey results show significant differences among the three online instructional formats in students' attitudes toward asking questions, the similarity of each instructional modality to face-to-face delivery, technology issues encountered, students' perceived ability to keep up with course content, how collaborative the course felt, and student preferences for mode of delivery. There were no significant differences reported in relation to time-management skills or communication with instructors. Qualitative analysis of student comments also revealed perceived strengths and weaknesses of each mode of instruction. The results are used to make suggestions for improving student experience in online, post-secondary mathematical teaching.

Despite the recent growth of mobile instant messenger (MIM), research into the correlation between English learners' learning gains, learning engagement, and how this engagement helps develop authentic relationships remains underexplored. This mixed-method study involved 222 college English learners to investigate their engagement in team-based mobile learning (TBML) assisted by "WhatsApp" as an MIM and its relationship with their learning gains. In addition, it was designed to document the social construction of existential and relational authenticity between teacher and students. The study collected data on students' online learning engagement through an online survey, and their learning achievement was measured by the course final examination. Grounded in thematic discourse analysis, the study collected qualitative data from the archives of "WhatsApp" group chats. Retrospective reflection was also used to triangulate the findings. The findings show the value of MIM to develop strong engagement and authentic relationships in socio-constructivist learning as the precursor to learning achievement.

The study explored how the quality of Internet access influenced students' online learning experiences during the pandemic-imposed large-scale adoption of online education. Drawing upon digital inequality research, we analyzed data collected from 894 higher education international students in China. We found that both access devices and Internet stability exerted significant impacts on international students' satisfaction with and performance of synchronous online learning (SOL). The path model further revealed that the underlying mechanisms through which the two dimensions of access inequality affected learning outcomes were different. While the effects of access devices on learning satisfaction and course performance were only mediated by adaptability to online pedagogy, Internet stability affected the two outcome variables via both interaction and adaptability. The study highlights the implications of these findings in the context of online education.

With the expanding realm of online education in Indonesia, determining factors influencing university students' participation in distinct modes of virtual learning is crucial to developing more effective digital pedagogy. This research aims to scrutinize factors affecting Indonesian EFL (English as a Foreign Language) university students' low participation in synchronous and asynchronous online learning classes. This research was framed quantitatively by employing a five-rating Likert-scale survey. This survey aimed to illuminate the underlying factors that shape students' behaviors or perceptions within these online learning modes. The findings showed that factors affecting the Indonesian tertiary EFL students' low participation in synchronous virtual learning mode include technical problems, learning anxiety, social isolation, socioeconomic status, and pet and human interferences. Meanwhile, heavy workloads, tedious content, and deprivation of human contact were associated with the factors affecting the EFL students' low participation in asynchronous learning modes.

With the advent of online gaming becoming such an inherent part of popular culture, the issue of toxicity, particularly in online competitive games, has never been more relevant. In the /all chat, however, where communication between players of opposing teams is expected to be hostile, there have been debates in community forums about whether that type of communication constitutes as toxicity or another form of aggressive discourse, trash-talking. Because both concepts have never been reconciled together in past studies, this study attempts to develop a preliminary framework using categories and definitions from prior studies of each discourse, for the purpose of analyzing instances of toxicity and trash-talking in the /all chat. Thus, a total of 26 /all chat logs from the Southeast Asian server of the online competitive game "Dota 2" were procured. Using content analysis, the /all chat logs were then coded for toxic and trash-talking instances to determine how they are manifested among players in the /all chat with key reference to context. It was found that toxic instances occurred rarely in the /all chat and were mostly derived from in-fighting between players of the same team. Trash-talking particularly dominated the /all chat and though the talk appears unpleasant, it is representative of an aggressive discourse with competitive stakes. Finally, new types and categories were also found and documented for each discourse, further contributing to the existing literature of both toxicity and trash-talking.

In many fields, AI chatbots continue to be popular with new tools and attract the attention of universities, K12 schools, educational organizations, and researchers. The aim of this research is to review the research on AI chatbots by restricting it to the category of education and to examine this research from a methodological point of view. Therefore, we performed a systematic literature review with a sample of 37 SSCI articles published in the educational context. Within the scope of the selected studies, the advantages and disadvantages of AI chatbots in education for students and educators, as well as the types of chatbots used, year, keywords, and method were analyzed. According to the research results, increased motivation to learn and language skill development are advantages for students, while cost-effectiveness and reduced workload are advantages for educators. Limited interaction, misleading answers for learners, originality, and plagiarism are the most common disadvantages for educators. The study also includes research results and recommendations related to the methodological review.

In recent years, despite the extensive research on peer feedback, there remains limited understanding of how students engage in peer feedback activities within online English courses and what they expect from these activities. This study, utilizing a sequential explanatory mixed methods design with a phenomenological approach, introduced online peer feedback (OPF) activities into a 12-week online English writing course involving 30 second-year students (16.7% male, 83.3% female) facilitated through a Facebook group. Data collection encompassed survey questionnaires, written reflections, and task scores. Quantitative data were analyzed using descriptive statistics and bivariate correlations, while qualitative data underwent thematic analysis. Three key findings emerged: (1) EFL students displayed positive engagement in OPF activities, (2) Student engagement did not significantly correlate with their writing outcomes, and (3) Students provided valuable recommendations for enhancing the quality and quantity of feedback, incorporating teacher feedback and guidance, and improving the overall process and experience. These findings have significant implications for pedagogical practice, emphasizing the importance of integrating OPF activities into the academic curriculum, with a specific emphasis on guiding students to deliver descriptive and constructive feedback, providing scaffolding to enhance their comprehension and writing skills, and addressing concerns related to language proficiency and grammar. Furthermore, the novelty of this research lies in its exploration of factors influencing student involvement and achievements in OPF endeavors, the impact of feedback quality and quantity, and the benefits of online accessibility and temporal flexibility, contributing to a more comprehensive understanding of this pedagogical approach.

This study aims to evaluate the impact of a distance professional development course, within the framework of the Preschool Situational Self-Regulation Program (PRSIST), on the knowledge, beliefs, and skills of early childhood education teachers about self-regulation skills. One of the qualitative methods, the case study, was preferred for the current study. The research was conducted with 5 early childhood education teachers, working in a city in middle Anatolia, Turkey. The teachers attended the synchronous distance professional development course 1 day a week for 5 weeks. The total duration of the five sessions was 120 minutes. Interview forms, reflective journals, and documents were used as data collection tools. As a result of the research, it was found that the course had positive impact on teachers' knowledge, skills, and beliefs about self-regulation skills.

This study aimed to determine the difference in students' level of understanding before and after using synchronous and asynchronous network learning modes. This quantitative study employed a quasi-experimental research design. Data were obtained from 87 students who were divided into two experimental groups. The results show a higher level of mastery among students in Experimental Group 2 compared to Experimental Group 1. This implies that students with high self-efficacy had a different mastery of concepts from those who had moderate or low self-efficacy. This study concludes that the application of learning networks and self-efficacy influences and improves student science learning outcomes.

The emergence of generative artificial intelligence (GenAI) has ignited debates regarding its potential benefits and detriments for education. Despite widespread discussions, insights into GenAI's impact on education have been limited because early studies have often been narrow in scope and focused on specific contexts. Therefore, the purpose of this study is to explore and analyze the volume, engagement, and content of initial reactions to one leading GenAI tool, ChatGPT. Specifically, we collected and analyzed public online discussions of ChatGPT in the first four months following the tool's release. We collected 345 posts and 6,463 comments about ChatGPT from 25 education-focused subreddits. We analyzed the volume, engagement, and content of ChatGPT discussions through descriptive statistics and natural language processing techniques. Findings show relatively low volume of ChatGPT discussions, unevenly spread across education-related subreddits--with the majority of the discussions occurring in two subreddits, while six subreddits did not have any discussions. Despite this, the level of engagement within ChatGPT posts was substantial; for instance, a ChatGPT post hosted a median of 15 comments, and these comments were lengthy, indicating rich engagement rather than superficial. The content of ChatGPT discussions across the six largest education-related subreddits differed in the degree of analytical thinking and emotional tone even while sharing a predominant focus on students and AI. Diverse reactions to and perspectives on GenAI--observed from varied levels of volume, engagement, and content of ChatGPT across educational-related subreddits--highlights how diverse educational stakeholders reacted to GenAI differently, offering insights into how to explore, analyze, and comprehend the spread and adoption of technological innovation in education.

Bichronous online learning is the intentional blending of asynchronous and synchronous online learning experiences. Twelve award-winning online instructors participated in interviews to discuss best practices they use, and benefits and challenges in bichronous online courses. When sharing best practices for bichronous online courses, online instructors explained how they combined best practices in asynchronous and synchronous online learning. Asynchronous online best practices included course design and structure, resources, and instructor presence; and synchronous online best practices focused on formats, activities, and content of synchronous sessions, and community-building. The best practices, benefits and challenges discussed in this paper have implications for instructors who currently teach in a bichronous online format or may be considering it in the future, and for instructional designers and administrators who work with faculty on offering courses in this modality. Based on the data, the intentional blending of synchronous and asynchronous components has a lot of potential to enhance students' online learning experiences.

This study explores the dynamics of ChatGPT on perceptions and challenges encountered by students and lecturers in a South African open distance e-learning [ODeL] university. It investigates whether ChatGPT disrupts traditional perceptions of online distance education held by students and lecturers and identifies specific functions and features of ChatGPT that address challenges in ODeL. This article addresses a literature gap by examining the impact of AI chatbots on perceptions and challenges in online distance education. Drawing upon the community of inquiry theory, the research examines the transformative effects of ChatGPT on teaching, learning, and communication dynamics in a large enrolment module of 16,000 students. This qualitative phenomenological research design study involves evaluations, focus group discussions with first-year students, and one-on-one interviews with lecturers. Data was collected in the first semester of 2023. Participants were purposively sampled. Findings revealed that students found ChatGPT more engaging and interactive, feeling more connected to peers and lecturers. However, lecturers expressed negative attitudes towards ChatGPT. Specific functions and features of ChatGPT identified include personalised feedback and support, natural language processing for communication and comprehension, and instant access to information and resources. The study contributes to understanding the role of AI chatbots in enhancing online learning experiences and addressing challenges in ODeL.

Feedback is essential to enhance students' performance in an online learning environment, although this is influenced by how feedback is delivered. Feedback is an assessment of learning and promotes motivation to the learner. With the COVID-19 pandemic, teaching and learning rapidly shifted to online learning, and the importance of instructor feedback became critical. A sample assessed forty-two students within an online distributed learning environment. Students were requested to rate their experience with the feedback received from the instructor. The completed questionnaire included (6) closed-ended, (5) Likert scale, and (4) open-ended questions. The research intends to discover the learner's preference for the delivery of instructor feedback and how this impacts learners. However, the analyses emphasized that students need more engagement with the online instructor while optimizing learner-to-learner feedback that encourages the benefit of relationship and knowledge building.

This correlational cross-sectional study was conducted with 60 graduate students to explore their perceived social experiences with the use of synchronous videoconferencing in the online learning environment. By applying the theories of social presence and media richness, this study investigated the perceived relationship between social presence, social space, sociability, and media richness. The communication theories of social presence and media richness were applied to better understand the relationship between the communication medium (videoconferencing) and the interactions within the mediated environments (e.g., Zoom). This correlational crosssectional study explored graduate students perceived social presence and media richness of a synchronous videoconferencing learning environment by investigating how strongly and in what direction social presence, social space, sociability, and media richness were related. A Pearson correlation analysis was conducted to investigate how strongly and in what direction social presence, social space, sociability, and media richness were related in a synchronous videoconferencing learning environment. The results indicated a strong, positive correlation between Social Presence and Social Space (Positive Group Behavior); Social Presence and Sociability; Social Presence and Media Richness; Social Space (Positive Group Behavior) and Sociability; Social Space (Positive Group Behavior) and Media Richness; and Sociability and Media Richness. A moderate, negative correlation was indicated between Social Space (Negative Group Behavior) and Social Presence; Social Space (Negative Group Behavior) and Sociability; and Social Space (Negative Group Behavior) and Media Richness.

The introduction of Chat Generative Pre-Trained Transformer (ChatGPT) in November 2022 brought about rapid changes in the workplace and academia. Its usage ranged from student assignments to workplace targets in the engineering field. Although it has brought novel ideas to its application in various fields and task efficiency in the workplace, its perceived application varies among students, teachers, and professionals. This study employed the snowball sampling technique and interviews with eight students, eight faculty members, and eight working professionals from computer science engineering who used ChatGPT regularly. The study adopted a qualitative research design and employed the narrative data analysis technique. Researchers conducted in-depth, semi-structured interviews to elicit user experiences from the recruited samples. The findings brought out six main and twelve subordinate themes regarding ChatGPT user experiences: adapt, adopt, embrace, ease, speed, engage, and automate. The inclusion criteria involved ChatGPT users from the computer science engineering domain only. Future research may focus on developing ChatGPT user policies for various fields of their applications.

Context: Recent research on students' experiences with the quality of online learning during the COVID-19 pandemic has increased the challenge to the development of online learning. During the pandemic, anxiety, depression, and fatigue occurred in online studies, which also weakened students' well-being. In this quantitative study, we examined how students thrive in synchronous and asynchronous online implementations. The goal of the research was to support students' well-being in online studies; therefore, the study uses the PERMA well-being theory. Approach: Finnish vocational education and training students (N = 363) participated in the study and answered the questions on positive emotions, engagement, relationships, meaning, and accomplishment from both asynchronous and synchronous online delivery perspectives using a questionnaire. Findings: This study highlighted the importance of the teacher's online learning facilitation skills and task design skills, and the emotions generated in an online course. Based on the results, the respondents were divided into three student profiles: (1) Students thriving in online courses in general; (2) Students thriving, especially in asynchronous online courses; and (3) Students not thriving in online courses in general. Conclusions: According to the findings, students need different options for completing online courses. The role of the teacher in creating a positive and supportive atmosphere, fostering relationships, and creating clear work-related and versatile tasks is of great importance in the generation of emotions, whether it is an asynchronous or synchronous online implementation.

The Chat Generative Pre-trained Transformer (ChatGPT) is an artificial intelligence technology that engages in dialogue with humans, capable of generating formulations in the form of micro-narratives that can be problematized as a learning tool in the virtual space. This research aims to understand how ChatGPT can be used in teacher training as a didactic tool to facilitate learning in the virtual space through micro-narratives. We conducted a qualitative study using an action research approach with Brazilian students from the Graduate Program at the State University of Ceará in Brazil. The research consisted of five phases: diagnosis, which involved a mixed questionnaire to assess prior knowledge about generating micro-narratives using ChatGPT; action planning, which involved developing a training plan; implementation of the action, which included practicing the use of ChatGPT to generate micro-narratives and working with them in a didactic perspective in the virtual space; evaluation, which involved sharing the micro-narratives and engaging in circular discussions about them; and learning, which involved documenting the educational possibilities and limitations of micro-narratives. The results, processed using IRaMuTeQ, showed limited prior knowledge about ChatGPT and the importance of micro-narratives for educational work, as well as their fruitful pedagogical use for learning in the virtual space through conscious utilization.

Given the growing trend of delivering classes through online and virtual environments, it is vital to gain a nuanced understanding of students' online research learning experiences, the factors that contributed to their choice of learning modality, the challenges they encountered, and the effective online research teaching practices and strategies that supported them in completing the course. Although some studies have looked into this area, there is limited literature on research courses conducted online. Thus, this study attempts to fill that gap. Using a mixed-methods approach, the results revealed that overall, there is a significant difference in the projected performance of 204 asynchronous students compared to their actual achievement. Likewise, a significant difference is also evident in the projected performance of the 67 synchronous students compared to their actual achievement. Furthermore, it is of note that the synchronous students projected higher performance and actually attained better marks, with a significant difference in actual achievement compared to their asynchronous counterparts. Analysis of qualitative data also revealed factors that influenced the disparity, including internet connection issues, communication challenges, learning environment, time management, and group dynamics. Additionally, effective teaching practices that facilitated the completion of collaborative research projects include clarity of learning materials, reasonable deadlines, teacher support and understanding, availability for consultation and feedback, and interactive and engaging teaching methods. Consequently, these results can be used to inform and improve research teaching practices, learning materials design, and assessment tool development. More significantly, it may be used as the basis for institutional policies about online research learning.

This study explored how speech-language pathologists (SLPs) in Jordan perceived and implemented telepractice at the beginning of the COVID-19 pandemic, from April to June 2020. Eighty-five SLPs who provided telepractice and 57 SLPs, who did not, completed an online survey sharing their perceptions related to the delivery and barriers of telepractice. The results showed a significant increase of telepractice use in response to the pandemic. However, the SLPs identified several barriers to telepractice, including environmental distractions at the client's end, limited computer knowledge, technological issues, internet connectivity problems, and platform availability. There was general agreement among the SLPs regarding the need for professional training and governmental guidelines to regulate the use of telepractice. The study's findings demonstrate how SLPs in Jordan adapted to the sudden shift toward telepractice, and identify potential implementation obstacles, which could assist in establishing telepractice as a reliable model for speech-language therapy services in the future.

Use of telehealth assessments for toddlers at increased likelihood of autism spectrum disorder (ASD) began prior to the global COVID-19 pandemic; however, the value of telehealth assessments as an alternative to in-person assessment (IPA) became clearer during the pandemic. The Naturalistic Observation Diagnosis Assessment (NODA™), previously demonstrated as a valid and reliable tool to evaluate asynchronous behaviors for early diagnosis, was enhanced to add synchronous collection of behaviors to assist clinicians in making a differential diagnosis of ASD. This study was conducted to validate the information gathered through NODA-Enhanced (NODA-E™) as compared to a gold standard IPA. Forty-nine toddlers aged 16.0-32.1 months of age, recruited through community pediatric offices and a tertiary ASD clinic, participated in both NODA-E and IPA assessments. There was high agreement between the two assessment protocols for overall diagnosis (46 of 49 cases; 93.6%; [kappa] = 0.878), specific diagnostic criteria for social communication and social interaction (SCI; range 95.9-98%; [kappa] = 0.918-0.959), and for two of four criteria specified for restricted and repetitive behaviors (RRB; range 87.8-98%; [kappa] = 0.755 and 0.959). There was lower agreement for two subcategories of RRBs (range 65.3-67.3%; [kappa] = 0.306 and 0.347). NODA-E is a tool that can assist clinicians in making reliable and valid early ASD diagnoses using both asynchronous and synchronous information gathered via telehealth and offers an additional tool within a clinician's assessment toolbox.

The public availability of large language models, such as chatGPT, brings additional possibilities and challenges to education. Education institutions have to identify when large language models are used and when text is generated by the student itself. In this paper, chatGPT usage in students' answers is investigated. The main aim of the research was to build a machine learning model that could be used in the evaluation of students' answers to open-ended questions written in the Lithuanian language. The model should determine whether the answers were originally written students or answered with the help of chatGPT. A new dataset of student answers has been collected in to train machine learning models. The dataset consists of original student answers, chatGPT answers, and paraphrased chatGPT answers. A total of more than 1000 answers have been prepared. 24 combinations of text pre-processing algorithms have been analyzed. In text pre-processing, the main focus was on various tokenization methods, such as the Bag of Words and Ngrams, the stemming algorithm, and the stop words list. For the analyzed dataset, these pre-processing methods were more effective than application of multilanguage BERT for document embedding. Based on the features/properties of the dataset, the following learning algorithms have been investigated: artificial neural networks, decision trees, random forest, gradient boosting trees, k-nearest neighbours, and naive Bayes. The main results show that the highest accuracy of 87% in some cases can be obtained using gradient boosting trees, random forests, and artificial neural network algorithms. The lowest accuracy has been obtained using the k-nearest neighbouring algorithm. Furthermore, the results of experimental research suggest that the usage of chatGPT in student answers can be automatically identified.

Understanding the potential transformation brought about by integrating the flipped classroom methodology with rich and dynamic learning platforms like the Metaverse, in terms of usability, students' academic performance, and intrinsic motivation, holds critical importance for adopting innovative strategies in the field of education. This study describes an attempt to integrate flipped learning method into a medical English course by using an active learning strategy supported by a Metaverse-based environment. Therefore, the present study aims to compare the synchronous online flipped medical English classroom supported by a Metaverse-based platform and the conventional medical English classroom supported by the synchronous distance education and to examine the effectiveness of Metaverse-powered synchronous online flipped learning on medical students' academic achievement. For this purpose, a mixed method was used to conduct the study. A quasi-experimental design was adopted for the quantitative dimension of the research. The students in the experimental group engaged in the activities with the help of the Spatial AR environment, a Metaverse platform enhanced with three-dimensional (3D) objects and allowing peer interaction, In the qualitative aspect of the study, the data were collected through a focus group interview, in which a semi-structured interview form was used. The participants of the study consisted of 100 first-year medical students at a state university in Türkiye. The results revealed that the experimental group students outperformed the control group students regarding academic achievement. In addition, the mean score of male students was higher than that of female students in the experimental group. As a result of the qualitative data analysis, eight themes emerged from the created codes. Students stated that learning medical English through the flipped classroom supported by Metaverse-based technology was enjoyable and that it increased their interest. Regarding learning outcomes, the most prominent benefits were permanent learning, comprehending the subject easily, deep learning, and embodying abstract concepts. Concerning language skills, students expressed that synchronous online flipped learning assisted by Metaverse-based technology helped develop their reading and listening skills as well as to learn new vocabulary. On the other hand, some students reported negative thoughts about the Metaverse platform due to technical problems and about flipped classroom activities because they found some of them time-consuming. The present study suggested that synchronous online flipped medical teaching model assisted by the Metaverse could positively affect the academic achievement of students. However, it is recommended to investigate the most effective practices that will meet the needs of students in different contexts.

This paper critically explores the implications of generative artificial "intelligence" (GAI) technologies for literacy theory and practice through a case study of the author's use of OpenAI's ChatGPT. The study opens with an overview of recent literature surrounding the pedagogical implications of using GAI with a focus on issues of racial justice, outlining an abolitionist political ecology approach to literacy that extends relational theories of mediation to machine-aided writing. The framework is then applied to data from a cognitive autoethnography of GAI use over a 6-month period, which included a digital ethnography of ChatGPT and an extended semistructured "interview" with the GAI chatbot. Racial justice issues were found, especially linguistic and other biases. As such, soon-to-be ubiquitous artificial intelligence (AI) technologies require profound reconsideration of the productive value of literacy exploited by GAI, which will inevitably be pursued through an acquiescence or fundamental rupture with the dystopian visions of the technology's creators.