ChatGPT Reliance of Students: Teachers’ Challenges Towards ChatGPT Usage of Students for Schoolwork in an Online Learning Environment

Abstract

This qualitative study anchored on Transactional Distance Theory (1997) explored the challenges of eight California high school teachers on their students' ChatGPT reliance for schoolwork. The study findings revealed from the thematic analysis that teachers' challenges included inaccuracies in detecting ChatGPT usage and the negative impact on students' learning. The study also highlighted the driving factors influencing the teachers' challenges, such as inappropriate use of ChatGPT, plagiarism, and the carefree attitude of students toward their learning. Future studies may explore the different interventions for detection, assessment tools, and teachers' adaptation strategies in a regime of ChatGPT as a learning tool.