Fostering Equitable Learning Experiences in the Age of Generative AI: A Collaborative Approach Between Instructors and Students

The rapid advancement of generative AI technologies has introduced novel challenges and opportunities in the realm of education. This article aims to provide recommendations for instructors and students on how they can collectively navigate this transformative era to create equitable learning experiences. By addressing course policies, usage guidelines, and their implications for mental health concerns, particularly academic dishonesty, instructors can create a supportive and inclusive educational environment.

Understanding the Impact of Generative AI on Education

With its ability to automatically create and manipulate content, generative AI holds immense promise for educational innovation. However, it also raises concerns regarding ethics, academic integrity, and the potential for widening existing disparities such as the quality of education received by different groups thus exacerbating social divisions. Additionally, usage of the tools presents new challenges in ensuring that genuine learning and critical thinking are not compromised. Yet, it is essential for instructors and students to recognize the implications of generative AI on their learning experiences, ensuring a comprehensive understanding of the benefits and limitations of the technologies.

Collaborative Strategies for Instructors

Establishing clear course policies:

Instructors can ensure that their course policies explicitly address the use of generative AI tools, emphasizing the importance of academic integrity and the consequences of misconduct. Transparent guidelines regarding permissible usage of AI technologies will help maintain a level playing field for all students. If a student’s writing seemingly appears AI-generated despite previously asking students to not use it for a particular assignment, the instructor can ask probing questions related to the content of the assignment to assess the student’s comprehension and knowledge of the subject matter. This can help determine if the writing aligns with the student’s understanding and abilities (AI Pedagogy Project, 2023). In fact Harvard’s AI Pedagogy Project employs innovative strategies to foster collaboration between students and instructors through the utilization of comparing ChatGPT critique and human critique. The project seeks to enhance the educational experience by leveraging artificial intelligence to provide feedback and guidance to students, complementing the traditional methods of human critique. Additionally, the instructor can offer support to the student by providing resources for improving their writing skills or understanding the subject matter better. Such tactics can be particularly useful given that many students have reported using these tools; for example, in a research study focusing on generative AI being used in classrooms, 103 students at a small private, liberal arts institution indicated that they mostly use the tools for essays (n = 46), brainstorming assignments (n = 37), generating summaries of text (n = 37), problem sets (n = 22), and presentations (n = 14) (study described in Addy et al., in press).The instructor can also encourage the student to seek help if they are struggling with the assignment or coursework. Such strategies demonstrate how instructors can prevent automatically assuming that students are using generative AI and instead take a more developmental approach. Overall, addressing the situation with transparency, understanding, and a focus on learning can help uphold academic integrity while also supporting the student’s learning and growth.

Promoting a growth mindset:

Instructors can encourage students to view generative AI as a tool for learning enhancement rather than a threat. For instance, Mizumoto and Eguchi (2023) examined the reliability and accuracy of ChatGPT as an automated essay scoring tool, and the results show that ChatGPT shortened the time needed for grading, ensured consistency in scoring, and was able to provide immediate scores and feedback on students’ writing skills. Such research demonstrates that generative AI has potential to transform the teaching and learning process as well as improve student outcomes in higher education. By fostering a growth mindset, instructors can empower students to explore the potential of AI technologies while emphasizing the importance of creativity, critical thinking, and originality. Instructors can encourage students to explore and experiment with generative AI tools and platforms in a supportive and guided environment. Providing opportunities for hands-on experiences where students can develop skills in using AI technologies for creative expression, research, and analysis.

Encouraging responsible AI usage:

Students should be educated about the responsible use of generative AI tools and the potential consequences of academic dishonesty. By emphasizing the importance of integrity and originality, students can develop a sense of ethical responsibility in utilizing AI technologies for their academic pursuits. Incorporating case studies and real-world examples can help students understand the ethical dilemmas and challenges associated with AI technologies. Engaging in discussions allows students to critically evaluate different perspectives and consider the broader societal implications of AI usage. For example, an instructor might use the following approach: Let’s examine a case study where AI algorithms were used in decision-making processes. What are the ethical considerations involved? How do we ensure fairness and transparency in algorithmic decision-making?”

Promoting students’ mental well-being:

The introduction of generative AI may evoke anxiety and worry around academic dishonesty for some students. Instructors can proactively address these concerns by openly acknowledging the potential anxieties surrounding generative AI and academic dishonesty, discussing the potential risks and limitations associated with this technology, providing clear guidelines and expectations for assignments and assessments, and sharing resources for mental health support.

Leveraging generative AI for collaborative projects:

By integrating generative AI into collaborative assignments, instructors can promote a collective learning experience. Encouraging teamwork, peer feedback, and iterative processes can foster an environment where students learn from one another while minimizing the potential for academic dishonesty (Scott, 2024). For instance, generative AI tools could assist in generating initial ideas, fueling Socratic discussion and encouraging students to collectively refine and build upon these suggestions. Additionally, instructors can design collaborative assignments where students engage in online forums or chat platforms, facilitated by AI chatbots which in turn can assist students in formulating and articulating their thoughts, provide additional resources, and prompt critical thinking. Students have reported that they used generative AI as a tool to make their tasks more efficient (51% of 168 codes) (study described in Addy et al., in press). Learners also saw benefits in its usage as a tutor for direct instruction (24% of codes) and as a mentor to provide feedback (16% of codes), particularly on their writing (Mollick and Mollick, 2023). Furthermore, generative AI can be leveraged to enhance the accessibility and inclusivity of collaborative assignments. For instance, instructors can use AI-powered translation tools to bridge language barriers among students in diverse classrooms. By enabling seamless communication, generative AI can help create an environment where students can learn from each other’s unique perspectives and experiences, fostering a sense of collective learning and growth.

Conclusion

In this era of transformative technological advancements, instructors and students must forge a partnership to navigate the ethical challenges posed by generative AI. By implementing transparent policies, fostering a growth mindset, and prioritizing mental well-being, educators can facilitate equitable learning experiences while empowering students to engage with AI responsibly and ethically. Through collaborative efforts, instructors can embrace the potential of generative AI while safeguarding the integrity of education.

References

Addy, T.M., Kang, T., Laquintano, T., Dietrich, V. (in press). Who benefits and who is excluded? Transformative learning, equity, and generative artificial intelligence. Journal of Transformative Learning.

metaLAB (at) Harvard & FU Berlin. (2023, November 17). AI Pedagogy Project. https://mlml.io/p/ai-pedagogy-project/

Mollick, E.R. and Mollick, L. (2023). Assigning AI: Seven approaches for students, with prompts. Available at SSRN: https://ssrn.com/abstract=4475995 or http://dx.doi.org/10.2139/ssrn.4475995

Mizumoto, A., & Eguchi, M. (2023). Exploring the potential of using an AI language model for automated essay scoring. Research Methods in Applied Linguistics, 2(2), 100050. https://doi.org/10.1016/j.rmal.2023.100050

Scott, I. (2024). Rising to meet the challenge of generative AI. Journal of Legal Studies Education, 41(1), 29-37. https://doi.org/10.1111/jlse.12141