CHATTING WITH THE ASSISTANT: ENABLING STUDENTS TO USE CHATGPT FOR SELF-ASSESSMENT BEFORE ASSIGNMENT SUBMISSION

This paper investigates the intentional integration of generative artificial intelligence, specifically ChatGPT-into postgraduate dissertation supervision within online higher education contexts.Nineteen master's students across two disciplines (Sport and Exercise Psychology and Business Administration) participated in a 12-week intervention focused on building custom GPTs for academic support, self-assessment, and improved communication.Drawing from theories of self-regulated learning (Zimmerman), andragogy (Knowles), constructivist pedagogy (Vygotsky, Laurillard), formative assessment (Black & Wiliam), and critical digital pedagogy (Selwyn, Williamson), the study presents qualitative data gathered through semi-structured interviews.Findings suggest enhanced analytical writing, greater confidence among non-native English speakers, and a shift in tutor-student interactions toward independence and critical engagement.Students reported using AI to refine argumentation, clarify structure, and develop professional communication skills.This paper provides a robust model for integrating ethical AI into academic practice, with implications for institutional policy, digital literacy, and future research in technology-enhanced learning.