URGENT UPDATE: New concerns are surfacing over the use of AI deepfakes in online education, posing a significant threat to the integrity of degrees awarded through remote learning. Experts warn that students may exploit advanced technologies to create realistic avatars that mimic their appearance, voice, and mannerisms, potentially undermining academic standards.
This alarming revelation comes from a briefing paper led by Professor Mollie Dollinger of Curtin University. She explains that the rise of fully online degrees has created a unique environment for cheating, as students may never physically attend campus or engage in real-time discussions. “The risk of cheating via deepfake is much higher,” Dollinger stated.
The emergence of generative AI allows students to upload their likeness to create avatars capable of completing exams and coursework. Dollinger emphasized that traditional methods of cheating, like hiring someone to take assessments, are still prevalent but now face competition from these high-tech alternatives.
330,000 students in Australia rely on online degrees, and the demand for remote learning continues to grow. However, as Ryan Morony, a recent graduate of the University of NSW, noted, online learning has its complexities. “It wouldn’t have worked at all for me to attend in person,” said Morony, who balanced his studies with a full-time job and parenting three children. He completed his master’s in cybersecurity fully online in August.
Dollinger highlighted the need for universities to adapt their assessment methods. “Adding an in-person element is a great option,” she noted, although practical implementation may not be feasible for all courses. Instead, building long-term relationships with students could provide more assurance of their learning outcomes.
The context is critical: the Universities Accord aims to achieve participation parity among Australian higher education by 2050, ensuring that online learning remains a viable pathway for many students. Dollinger remarked, “The only way that can happen is through online learning.”
Online degrees are often viewed with skepticism regarding their rigor and quality. However, Dollinger asserts that when executed well, they can match traditional in-person programs. “They rarely get the resourcing to help become as high quality [as in-person degrees],” she added.
As universities grapple with these challenges, the threat posed by AI deepfakes complicates the landscape of online education. Institutions must act swiftly to safeguard the integrity of their programs while accommodating the needs of the growing online student population.
With the situation evolving rapidly, stakeholders are urged to stay informed about developments and implications surrounding AI technology’s role in education.
For those interested in the future of learning, the stakes have never been higher. Will universities adapt quickly enough to maintain educational integrity in the face of this technological revolution? Only time will tell.
