Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
P-Index
This Author published in this journals
All Journal ACITYA Journal of Teaching & Education Studies in Learning and Teaching
Maphoto, Kgabo
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Artificial intelligence or augmented intelligence? Experiences of lecturers and students in an ODeL university Mohale, Ntshimane Elphas; Suliman, Zuleika; Maphoto, Kgabo; Sevnarayan, Kershnee; Mokoena, Douglas; Nstopi, Tumelo Jaquiline
Acitya: Journal of Teaching and Education Vol. 6 No. 2 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i2.3974

Abstract

This study investigates the integration of artificial intelligence (AI) and augmented intelligence (AuI) in an open distance e-learning university, focusing on lecturers’ and students’ experiences. Using qualitative methods: focus group discussions and e-mail interviews, it examines the adoption and exploration of these technologies, particularly in academic writing skills development. The research applies diffusion of innovations theory and technology acceptance model to understand the dissemination and acceptance of AI and AuI, emphasising perceived ease of use and usefulness. It contrasts perspectives between lecturers and students, revealing varied views on AI utilisation in academic writing. Despite differences, both groups express positive experiences and benefits from AI. The findings contribute to a deeper understanding of the transformative impact of AI and AuI on teaching and learning in a distance learning university. AI has far-reaching effects on lecturers, students, and policymakers as they navigate the integration of intelligent systems in distance learning contexts.
Artificial intelligence or augmented intelligence? Experiences of lecturers and students in an ODeL university Mohale, Ntshimane Elphas; Suliman, Zuleika; Maphoto, Kgabo; Sevnarayan, Kershnee; Mokoena, Douglas; Nstopi, Tumelo Jaquiline
Acitya: Journal of Teaching and Education Vol. 6 No. 2 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i2.3974

Abstract

This study investigates the integration of artificial intelligence (AI) and augmented intelligence (AuI) in an open distance e-learning university, focusing on lecturers’ and students’ experiences. Using qualitative methods: focus group discussions and e-mail interviews, it examines the adoption and exploration of these technologies, particularly in academic writing skills development. The research applies diffusion of innovations theory and technology acceptance model to understand the dissemination and acceptance of AI and AuI, emphasising perceived ease of use and usefulness. It contrasts perspectives between lecturers and students, revealing varied views on AI utilisation in academic writing. Despite differences, both groups express positive experiences and benefits from AI. The findings contribute to a deeper understanding of the transformative impact of AI and AuI on teaching and learning in a distance learning university. AI has far-reaching effects on lecturers, students, and policymakers as they navigate the integration of intelligent systems in distance learning contexts.
One Plus One Equals Three: The Synergy Between GenAI and Writing Centers in ESL Writing Development Maphoto, Kgabo
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.599

Abstract

This article examined the intersection of Generative Artificial Intelligence (GenAI), writing centers, and English as a Second Language (ESL) student support. It posed the central research question: ‘How can writing centers effectively integrate GenAI to support ESL student writers? The novelty of this research lies in its conceptual exploration of integrating GenAI into writing centers within a South African distance education (DE) context. The article addressed how this synergy can provide targeted, responsive, and culturally sensitive writing support designed for linguistically diverse students. The article conducted a comprehensive literature review and thematic synthesis, reviewing 35 scholarly sources to explore the theoretical and practical implications grounded in Sociocultural Theory (SCT). A conceptual design was employed to investigate the integration of GenAI in writing centers and its potential to support ESL students’ academic writing development. Results indicate that GenAI tools act as cognitive mediators, providing scaffolded support that enhances writing fluency, grammatical accuracy, and learner autonomy, particularly beneficial for DE students who often face isolation and limited access to human tutors. However, concerns such as over-reliance on GenAI tools, epistemological bias, and digital inequities highlight the need for human-mediated guidance and ethical integration. The article concluded that despite existing challenges, GenAI holds transformative potential as a complementary tool to enhance writing instruction. It advances inclusivity, self-regulated learning, and academic success among ESL students in multilingual and digitally constrained contexts.
Co-Authors Mohale, Ntshimane Elphas Mokoena, Douglas Nstopi, Tumelo Jaquiline Sevnarayan, Kershnee Suliman, Zuleika