The collective cure
How group project collaboration may counter the GenAI challenge
DOI:
https://doi.org/10.7146/dut.v20i39.157216Resumé
GenAI is transforming academic writing and raising urgent questions about authorship, originality and student agency. Nowhere are these tensions sharper than in collaborative group project writing where knowledge is co-constructed. If AI shortcuts the hard work of framing problems and negotiating meaning, students risk becoming passive information managers. Yet I argue the opposite is also true: collaboration itself can be a safeguard. Shared authorship and inquiry foster reflection, responsibility and critical engagement. To sustain meaningful learning, we must defend and strengthen such pedagogical models against automatisation.
Referencer
Anson, D. W. J. (2024). The impact of large language models on university students' literacy development: A dialogue with Lea and Street's academic literacies framework. Higher Education Research & Development, 43(7), 1465-1478. https://doi.org/10.1080/07294360.2024.2332259
Association for Writing Across the Curriculum. (2023). Statement on artificial intelligence writing tools in Writing Across the Curriculum settings. https://wacassociation.org/statement-on-ai-writing-tools-in-wac/.
Cox, G. M. (2024). Artificial intelligence and the aims of education: Makers, managers, or inforgs? Studies in Philosophy and Education, 43(1), 15-30. https://doi.org/10.1007/s11217-023-09907-2
Damşa, C., Langford, M., Uehara, D., & Scherer, R. (2021). Teachers' agency and online education in times of crisis. Computers in Human Behavior, 121, Article 106793. https://doi.org/10.1016/j.chb.2021.106793
Girdharry, K., & Khachatryan, D. (2023). Meaningful writing in the age of generative artificial intelligence. Double Helix, 11(1), 1-9. https://doi.org/10.37514/DBH-J.2023.11.1.04
Kim, J., Yu, S., Detrick, R., & others. (2025). Exploring students' perspectives on generative AI-assisted academic writing. Education and Information Technologies, 30, 1265-1300. https://doi.org/10.1007/s10639-024-12878-7
Klemenčič, M. (2015). Introduction - What is student agency? An ontological exploration in the context of research on student engagement. In M. Klemenčič, S. Bergan, & R. Primožič (Eds.), Student engagement in Europe: Society, higher education and student governance (pp. 11-29). Council of Europe Publishing. http://ebookcentral.proquest.com/lib/kbdk/detail.action?docID=4392774.
Klitgård, I. (2025). Navigating the crossroads of generative AI and academic English writing: A student perspective in a time of transition. Læring og Medier, 17(31). https://doi.org/10.7146/lom.v17i31.147660
Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157-172. https://doi.org/10.1080/03075079812331380364
Luo, J. (2024). A critical review of GenAI policies in higher education assessment: A call to reconsider the "originality" of students' work. Assessment & Evaluation in Higher Education, 49(5), 651-664. https://doi.org/10.1080/02602938.2024.2309963
Petersen, E. B., & Sørensen, K. A. (2020). The group project - how to do it: A handbook for university students. Samfundslitteratur.
Stenalt, M. H., & Lassesen, B. (2022). Does student agency benefit student learning? A systematic review of higher education research. Assessment & Evaluation in Higher Education, 47(5), 653-669. https://doi.org/10.1080/02602938.2021.1967874
Stenalt, M. H., & Nielsen, B. L. (2025). Fostering student agency. Dansk Universitetspædagogisk Tidsskrift, 20(37), 289-298. https://tidsskrift.dk/dut/article/view/148591/195795. https://doi.org/10.7146/dut.v20i37.148591
UNESCO. (2016). Recommendation on adult learning and education. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000245179.
UNESCO. (2024). Artificial intelligence and the futures of learning: Guidance for generative AI in education and research. https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research.
Writing Across the Curriculum. (2023). Statement on artificial intelligence writing tools in Writing Across the Curriculum settings. https://wacassociation.org/statement-on-ai-writing-tools-in-wac/.
Downloads
Publiceret
Citation/Eksport
Nummer
Sektion
Licens
DUT udkommer elektronisk via Statsbibliotekets Open Journal System (Tidsskrift.dk) og DUNs hjemmeside (DUN-net.dk) forår og efterår. Det er gratis og frit tilgængeligt at læse og downloade artikler fra tidsskriftet.
Det er ikke muligt at abonnere på Dansk Universitetspædagogisk Tidsskrift, DUT, men hvis du er medlem af DUN, får du tilsendt en nyhedsmail med link til udgivelsen, når den nyeste udgave er online. Linket vil også være tilgængeligt her på siden, så snart tidsskriftet er publiceret.
© Copyright
Artikler publiseret i Dansk Universitetspædagogisk Tidsskrift, DUT, må bruges (downloades) og genbruges (distribueres, kopieres, citeres) til ikke-kommercielle formål med reference til forfattere og Dansk Universitetspædagogisk Tidsskrift.
Artikler indsendt til Dansk Universitetspædagogisk Tidsskrift må ikke publiseres i andre tidskrifter.
Betingelser
Artikler i Dansk Universitetspædagogisk Tidsskrift, DUT, er omfattet af ophavsretsloven, og der må citeres fra dem.
Følgende betingelser skal dog være opfyldt:
- Citatet skal være i overensstemmelse med „god skik“
- Der må kun citeres „i det omfang, som betinges af formålet“
- Ophavsmanden til teksten skal krediteres, og kilden skal angives ift. ovenstående bibliografiske oplysninger.
