Reshaping the learning and formative assessment processes of Master of Applied Professional Studies (MAPS) students in the age of AI.

Despite the growing emphasis on technology-enhanced learning in tertiary education, a limited understanding remains of how students perceive and experience ethically adopting AI platforms for learning and assessment. This research adopted a case-study methodology to explore how Master of Applied Professional Studies (MAPS) students at Toi Ohomai Institute of Technology respond to selected AI tools in learning and assessment processes in two single-semester courses. The study was guided by the 4E GenAI adoption framework developed by Shailendra et al. (2024) to examine students’ experiences and perceptions. The findings informed GenAI adoption within the MAPS programme and can support the development of related policies and procedures at Toi Ohomai, and in other academic settings as set out by the 4E model. By employing a mixed-methods approach, which included a pre- and post-questionnaire and focus group discussions, the research captured students' evolving views on how they access information, engage with academic content, and build their knowledge and skills ethically using GenAI tools.

Name thesis:degree_name

Submitted in partial fulfilment of the requirements for the Master of Applied Professional Studies – Adult Teaching

Level thesis:degree_level

Masters

Grantor

Toi Ohomai Institute of Technology

Year dc:date.issued

2024

Author dc:creator

• de Villiers, Cindy

• Tertiary education
• AI tools in learning and assessment
• AI
• Artificial intelligence
• AI in tertiary education

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10652/6898

OAI identifier oai:identifier

oai:null:10652/6898