Writing Centre Consultations in the Age of Artificial Intelligence: Perspectives from tutors at a selected University of Technology in KZN

DOI

10.2991/978-94-6463-630-7_29How to use a DOI?

Keywords

Writing Centre; Artificial Intelligence; consultations; tutors; students; UoT

Abstract

As the landscape of Higher Education evolves, the role of Writing Centres (WC) has become increasingly critical in supporting students’ academic development. In particular, the integration of Artificial Intelligence (AI) into the writing process has the potential to revolutionise the way Writing Centre consultations are conducted. AI-powered writing assistance tools have emerged as a valuable resource for students, providing instant feedback, suggestions, and even automated essay generation. This shift has significant implications for Writing Centres, as their role may need to adapt to address the changing needs of student writers. Utilising the social constructivism theory, this study explored the experiences and perspectives of Writing Centres tutors in consulting with students in the age of AI, focusing on the impact of Artificial Intelligence (AI) on Writing Centre consultations at a selected University of Technology (UoT) in KZN, South Africa. Through qualitative reflections from Writing Centre tutors this study explored how AI tools, including grammar checkers, plagiarism detectors, and content generation software, are impacting the Writing Centre consultation process; the challenges and opportunities they present; and their implications for writing support in a higher education context. Emerging themes from these reflections highlighted the advantages and challenges brought about by AI into the Writing Centre environment. The findings revealed that on the one hand, AI enhances the efficiency and effectiveness of feedback and allows the tutor to focus on higher order concerns during consultations. On the other hand, various challenges were underscored relating to the over-reliance on AI, the loss of voice, maintaining personalised interactions, as well as ethical considerations that require careful consideration. The findings therefore highlight the importance of balancing the use of AI with traditional tutoring methods, ensuring that the human element remains central to writing support. The study recommends that Writing Centre tutors should stay abreast of the latest developments and to engage in ongoing professional development to understand the implications of these technological advancements.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Patience Mutsvairigwa
AU  - Ntuthuko Mhlongo
AU  - Nondumiso Shabangu
AU  - Simthandile Zwide
AU  - Ntokozo Nomxoko
AU  - Nhlakanipho Mbhele
PY  - 2024
DA  - 2024/12/31
TI  - Writing Centre Consultations in the Age of Artificial Intelligence: Perspectives from tutors at a selected University of Technology in KZN
BT  - Proceedings of the Focus Conference (TFC 2024)
PB  - Atlantis Press
SP  - 533
EP  - 545
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-630-7_29
DO  - 10.2991/978-94-6463-630-7_29
ID  - Mutsvairigwa2024
ER  -