語系:
繁體中文
English
說明(常見問題)
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Faculty Perceptions of Generative Artificial Intelligence in the Social Sciences and Humanities: A Phenomenological Study /
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
Faculty Perceptions of Generative Artificial Intelligence in the Social Sciences and Humanities: A Phenomenological Study // Melinda D Nadler.
作者:
Nadler, Melinda D.,
面頁冊數:
1 electronic resource (121 pages)
附註:
Source: Dissertations Abstracts International, Volume: 86-04, Section: B.
Contained By:
Dissertations Abstracts International86-04B.
標題:
Social studies education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31556258
ISBN:
9798384467045
Faculty Perceptions of Generative Artificial Intelligence in the Social Sciences and Humanities: A Phenomenological Study /
Nadler, Melinda D.,
Faculty Perceptions of Generative Artificial Intelligence in the Social Sciences and Humanities: A Phenomenological Study /
Melinda D Nadler. - 1 electronic resource (121 pages)
Source: Dissertations Abstracts International, Volume: 86-04, Section: B.
This qualitative phenomenological study examines faculty perceptions of generative AI in the social sciences and humanities in the United States. As generative artificial intelligence (AI) tools become more widely available on higher education campuses, concerns have arisen about faculty's preparedness to manage and address the use of these technologies. The primary research question explores the participants' perceptions of generative AI, including its perceived benefits and concerns. Sub-questions focus on shifts in pedagogy, efforts to teach students ethical use of generative AI tools, and the guidance from participant institutions. The researcher developed a semi-structured interview protocol and interviewed 10 participants. The data were coded through researcher annotation and verified using AI-powered qualitative data analysis software, Atlas.ti. The researcher organized the codes into categories and subcategories, eventually forming four domains, eight themes, and ten sub-themes to address the research questions and highlight the meaning that participants attributed to their experiences with generative AI tools in higher education. The researcher concluded that faculty comfort and understanding of generative AI vary widely. Some embrace it as a tool to enhance student engagement while others avoid it due to ethical concerns. The results indicated that while faculty are interested in the potential benefits of these tools, they are also cautious about students' reliance on them. They expressed concerns about the reasons for academic dishonesty and the impact of generative AI on student learning and development. Faculty members feel unequipped to manage generative AI in their courses and want more support and discipline-specific guidance from university leadership to navigate these new technologies effectively. They seek clear institutional policies and effective support systems to help them integrate generative AI with their disciplines ethically and successfully. The study fills a gap in the literature by focusing on the experiences of social sciences and humanities faculty in the U.S. and raises questions for further investigation, such as expanding the sample to other disciplines and incorporating observational methodologies. The study underscores the need for proactive measures to ensure the ethical and effective integration of generative AI in higher education.
English
ISBN: 9798384467045Subjects--Topical Terms:
1372768
Social studies education.
Subjects--Index Terms:
Faculty perceptions
Faculty Perceptions of Generative Artificial Intelligence in the Social Sciences and Humanities: A Phenomenological Study /
LDR
:03953nam a22004453i 4500
001
1157859
005
20250603111430.5
006
m o d
007
cr|nu||||||||
008
250804s2024 miu||||||m |||||||eng d
020
$a
9798384467045
035
$a
(MiAaPQD)AAI31556258
035
$a
AAI31556258
040
$a
MiAaPQD
$b
eng
$c
MiAaPQD
$e
rda
100
1
$a
Nadler, Melinda D.,
$e
author.
$3
1484142
245
1 0
$a
Faculty Perceptions of Generative Artificial Intelligence in the Social Sciences and Humanities: A Phenomenological Study /
$c
Melinda D Nadler.
264
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2024
300
$a
1 electronic resource (121 pages)
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
500
$a
Source: Dissertations Abstracts International, Volume: 86-04, Section: B.
500
$a
Advisors: Chittooran, Mary Rina M. Committee members: Jackson, Christa; Nichols, Joseph R.
502
$b
Ph.D.
$c
Saint Louis University
$d
2024.
520
$a
This qualitative phenomenological study examines faculty perceptions of generative AI in the social sciences and humanities in the United States. As generative artificial intelligence (AI) tools become more widely available on higher education campuses, concerns have arisen about faculty's preparedness to manage and address the use of these technologies. The primary research question explores the participants' perceptions of generative AI, including its perceived benefits and concerns. Sub-questions focus on shifts in pedagogy, efforts to teach students ethical use of generative AI tools, and the guidance from participant institutions. The researcher developed a semi-structured interview protocol and interviewed 10 participants. The data were coded through researcher annotation and verified using AI-powered qualitative data analysis software, Atlas.ti. The researcher organized the codes into categories and subcategories, eventually forming four domains, eight themes, and ten sub-themes to address the research questions and highlight the meaning that participants attributed to their experiences with generative AI tools in higher education. The researcher concluded that faculty comfort and understanding of generative AI vary widely. Some embrace it as a tool to enhance student engagement while others avoid it due to ethical concerns. The results indicated that while faculty are interested in the potential benefits of these tools, they are also cautious about students' reliance on them. They expressed concerns about the reasons for academic dishonesty and the impact of generative AI on student learning and development. Faculty members feel unequipped to manage generative AI in their courses and want more support and discipline-specific guidance from university leadership to navigate these new technologies effectively. They seek clear institutional policies and effective support systems to help them integrate generative AI with their disciplines ethically and successfully. The study fills a gap in the literature by focusing on the experiences of social sciences and humanities faculty in the U.S. and raises questions for further investigation, such as expanding the sample to other disciplines and incorporating observational methodologies. The study underscores the need for proactive measures to ensure the ethical and effective integration of generative AI in higher education.
546
$a
English
590
$a
School code: 0193
650
4
$a
Social studies education.
$3
1372768
650
4
$a
Educational technology.
$3
556755
650
4
$a
Higher education.
$3
1148448
653
$a
Faculty perceptions
653
$a
Higher education
653
$a
Humanities
653
$a
Pedagogy
653
$a
Social sciences
690
$a
0745
690
$a
0800
690
$a
0534
690
$a
0710
710
2
$a
Saint Louis University.
$b
Curriculum and Instruction.
$3
1471961
720
1
$a
Chittooran, Mary Rina M.
$e
degree supervisor.
773
0
$t
Dissertations Abstracts International
$g
86-04B.
790
$a
0193
791
$a
Ph.D.
792
$a
2024
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31556258
筆 0 讀者評論
多媒體
評論
新增評論
分享你的心得
Export
取書館別
處理中
...
變更密碼[密碼必須為2種組合(英文和數字)及長度為10碼以上]
登入