ChatGPT Experiences in Universities in Zimbabwe

Abstract

ChatGPT is in popular use among academics from across regions even though little is known about its effectiveness as a teaching and learning method. This study, underpinned by a mixed methods research design, critically evaluates ChatGPT‘s effectiveness through the experiences of Zimbabwean university lecturers and students who are currently using ChatGPT for teaching and learning. The study employed a multi-site case study research design, utilising face-to-face interviews and document analysis as data collection methods.  Purposive sampling was used to select three students and three lectures from each of the three identified universities that are identified by pseudonyms. The data were analysed thematically. The findings show that both students and lecturers use free ChatGPT facility only when doing their academic work. Hence were not privy to other packages that required monetary subscriptions thus its effectiveness could not be conclusively determined basing on the experiences from the free facility only. It also appeared that the participants lacked technical skills in the proper utilisation of technology culminating into overreliance on ChatGPT. The library was sparingly used leading to potential for misinformation and increased lack of personalised feedback. Investment in technology by universities is required. The students and lectures need to be guided by policy and training on the proper use of ChatGPT technology.