Digital Tools in the Thesis Process: A Case Study from Sweden

Authors

DOI:

https://doi.org/10.34190/ecel.23.1.2904

Keywords:

Autonomous learning, Thesis, Digital tool, Generative AI, ChatGPT, higher education

Abstract

The emergence of autonomous learning has revolutionized educational systems, offering new pathways to enhance higher education. Across most Swedish universities, Bachelor's and Master's theses (final projects) represent an important part of students' academic journey. Embracing technology as a tool, rather than an end in itself, has become imperative in contemporary higher education and thesis processes. Departing from traditional instructional methods, the focus has shifted towards interactive and autonomous learning, propelled or supported by digitalization. Despite the growing emphasis on autonomous learning and the benefits of technology-enhanced learning (TEL), there are concerns about the misuse of digital tools such as Generative Artificial Intelligence (GAI) in educational contexts. The scarcity of knowledge to properly use available tools would potentially affect students' academic performance and future employment prospects, which has recently caused significant concern for educational authorities, educators, and even policymakers. This study reflects on students' perceptions of using digitalization and GAI to facilitate autonomous and interactive learning to support the thesis writing process. The focus is to understand how digital natives (predominantly Gen Z) view the integration of new digital tools in autonomous learning. A case-based approach in the form of an open survey conducted during the spring semester of 2024 gathered 52 responses from students within the informatics discipline at bachelor's and master's levels in a Swedish university. Results indicate that most students used digital tools such as GAI interactively, in the thesis process, mainly for constructive learning. They indicated that learning about digital tools as part of their formal learning leads them towards effective and more structured use of the tools for brainstorming, drawing inspiration, and developing interactive learning, which simulates real-world peer interactions or teacher-student dynamics. This instructional approach equips students with the skills to responsibly use tools as academic support rather than for any other inappropriate purposes. Effective utilization of digital tools promotes autonomous learning, leading to improved quality of bachelor's and master's theses and overall academic performance in higher education. Conversely, inadequate knowledge and improper use of these tools can negatively impact students' educational outcomes.

Author Biographies

Naghmeh Aghaee, Senior Lecturer at Lund University, Sweden

Naghmeh (Nam) Aghaee, PhD., is a senior lecturer and researcher within information systems at the department of Informatics, at Lund University in Sweden. Nam is mainly teaching and conducting research in Designing and Managing Digitalisation, Digital Transformation, Digital Innovation, and UX design.

 

Thashmee Karunaratne

Thashmee Karunaratne is an associate professor and researcher in the Department of Digital Learning in the Royal Institute of Technology (KTH), Sweden. Thashmee is conducting research mainly in Digital Transformation in Education, Learning Analytics, and Technology Enhanced Learning.

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Published

2024-10-23