Humanising Generative AI in Open and Distance Learning: Paraphrasing as a Cognitive and Ethical Learning Practice
TL;DR
Examination of how South African ODeL students describe and rationalise their use of large language model tools in academic writing indicates that students consistently frame paraphrasing as an ethical practice aligned with institutional expectations, even when their engagement with AI involves varying degrees of automation.
Abstract
The integration of generative artificial intelligence (AI) tools in higher education is reshaping academic writing practices, particularly within Open and Distance e-Learning (ODeL) contexts marked by uneven digital access and emerging forms of AI support. This study examines how South African ODeL students describe and rationalise their use of large language model tools in academic writing, with specific attention to paraphrasing as a cognitive and ethical practice. Drawing on sociocultural learning theory, discourse theory, and AI and verification literacy frameworks, the study conceptualises paraphrasing not merely as textual rewording but as a discursive practice through which students negotiate authorship, responsibility, and academic legitimacy. Using a qualitative interpretive design, open-ended responses from 70 students enrolled in mathematics-related modules at a South African ODeL institution were analysed. The findings indicate that students consistently frame paraphrasing as an ethical practice aligned with institutional expectations, even when their engagement with AI involves varying degrees of automation. These accounts suggest that ethical engagement with AI is enacted discursively through self-positioning rather than through demonstrable verification of content. By foregrounding student discourse, the study contributes to Global South scholarship on responsible AI use by highlighting how integrity, authorship, and learning are negotiated in AI-mediated ODeL environments.