Type of Presentation
Paper
Location
D34011
Start Date
4-9-2026 10:00 AM
End Date
4-9-2026 10:30 AM
Description of Program
A brief presentation of research on online teaching best practices, including the theme of Purposeful Use of Technology and sub-theme of Addressing AI Usage by Students, followed by an audience discussion about GovState AI syllabus policies and approaches to AI integration related to relational teaching pedagogy.
Abstract
In Fall 2025 I completed my Interdisciplinary Leadership doctoral capstone, "Perceptions of Implementation from Higher Education Participants in Online Course Design Professional Development". The purpose was to determine if and to what degree transference had taken place from training to regular practice by instructors. Twelve GovState faculty participated in Quality Matters workshops on online teaching best practices facilitated from March 2021 to June 2023. Interviews with study participants revealed common themes and were compared to training responses and usage in Blackboard courses to determine transference. Results showed training was applied to regular practice in not only online courses but other modalities as well. One of the major themes was Purposeful Use of Technology, of which a sub-theme was Addressing the use of AI by students. Two participants specifically mentioned AI in their interview responses. One instructor developed a method to impede the use of AI in computer science coding courses, and another instructor openly embraced AI by allowing students to use prompts to improve their writing in English courses. These approaches offer an opportunity to debate the benefits and drawbacks of both the penalty and process mentalities for students using AI. If relational teaching is about engaging students positively and proactively, the process mentality would be favored over the penalty mentality. After a brief discussion about current GovState syllabus policy options, attendees will be invited to share possible penalty and process approaches to AI they have previously used, and how they intend to address either in the future.
Presentation File
wf_yes
Included in
Educational Methods Commons, Educational Technology Commons, Higher Education and Teaching Commons
Teaching and AI – Penalty vs. Process
D34011
In Fall 2025 I completed my Interdisciplinary Leadership doctoral capstone, "Perceptions of Implementation from Higher Education Participants in Online Course Design Professional Development". The purpose was to determine if and to what degree transference had taken place from training to regular practice by instructors. Twelve GovState faculty participated in Quality Matters workshops on online teaching best practices facilitated from March 2021 to June 2023. Interviews with study participants revealed common themes and were compared to training responses and usage in Blackboard courses to determine transference. Results showed training was applied to regular practice in not only online courses but other modalities as well. One of the major themes was Purposeful Use of Technology, of which a sub-theme was Addressing the use of AI by students. Two participants specifically mentioned AI in their interview responses. One instructor developed a method to impede the use of AI in computer science coding courses, and another instructor openly embraced AI by allowing students to use prompts to improve their writing in English courses. These approaches offer an opportunity to debate the benefits and drawbacks of both the penalty and process mentalities for students using AI. If relational teaching is about engaging students positively and proactively, the process mentality would be favored over the penalty mentality. After a brief discussion about current GovState syllabus policy options, attendees will be invited to share possible penalty and process approaches to AI they have previously used, and how they intend to address either in the future.