The interaction between professors and graduate students: collaborative learning spaces and practices of using generative AI tools focused on academic writing

Abstract

This article is the result of a research that aims to generate the possibilities for the implementation of a Dynamic Intermedial Device (DID) that favors the writing of scientific research articles in Spanish by advanced graduate students in Argentina and other countries in the region. Indicators are used to analyze the dimensions of the Dynamic Intermedial Device model framed in the Mediatized Educational Practices (PEM). Specifically, the social, technological and political-institutional dimensions will be addressed from a qualitative approach. This article, particularly, focuses its analysis on the perspective of teachers who teach seminars in Master's and Doctoral programs about their interests and digital skills, the forms of interaction and / or participation in virtual environments that they promote in their classes and the assessments and uses of the new digital tools of artificial intelligence (AI) in the process of writing and / or correction of academic texts. As for the instruments used for data collection, there are voluntary and anonymous surveys to students and teachers and semi-structured interviews to managing directors at Master’s and PhDs. The results show that the transition to the virtual modality brought benefits for graduate programs. Likewise, it promoted the assiduous use of certain resources of the virtual campus. As regards the use of generative AI tools, it is interesting to contrast the practice of use by teachers and students. The latter use them to obtain help in searching for information, text formatting and grammatical and stylistic correction.