How do you encourage original thought in student writing and discourage the dishonest use of GenAI tools to write papers for class assignments?
AI has the opportunity to do good as well as harm, so students are not only facing learning academic content but also learning about their character as they wrestle with moral and ethical implications of plagiarism, biases, and privacy risks (Chamberlain, 2023; Mollick & Mollick, 2023; Paige, 2023; Schuurman, 2023). Teachers and students can use AI technology through responsible use and norms that teach how to maneuver and discern through distortions, biases, and pitfalls (Schuurman, 2023). Guidance by teachers can help regulate student use of generative AI chatbots and ensure academic integrity against the improper use of AI technology that can lead to misconduct or moral issues (Yu, 2023).
Educators can prepare students by preparing them how to use AI tools effectively and wisely, so students create good information literacy habits (Morris, 2023; Phillips, 2023). Information retrieval, evaluation, behavior, and habits that can provide students opportunities to use critical thinking as they discern whether AI chatbot information aligns and reflects student learning and academic integrity (Mollick & Mollick, 2023, Phillips, 2023; Streatfield, 2021; Yu, 2023). As students learn to use AI technology correctly and effectively, the balance of student independence and the application of AI tools is key to their academic integrity (Yu, 2023). AI can help students connect perceived, unrelated information to their writing (Toevs, 2023), but student learning is more than writing a paper--it is about issues of the heart and shaping them to pursue truth and integrity (Larson, 2023; Paige, 2023; Toevs, 2023). To prepare students, educational institutions can provide discussions about honest and true methods for using the information and knowledge they gain from artificial intelligence (Larson, 2023; Paige, 2023; Toevs, 2023).
Two areas that teachers can foster in order to encourage appropriate, honest GenAI use in the classroom:
Positive Teacher-Student Relationships
Positive teacher-student relationships are important for student success in many ways. Teachers can build positive relationships with their students by communicating openly, getting to know your students, being authentic and relatable, and seeing students as individuals. The personal yet complex exchange of human intelligence allows both teachers and students to shape academic understanding and blend personal character and social responsibility. Academic achievement is gained by students who have positive relationships with their teachers. Students are also more engaged in the classroom and exhibit more positive behaviors. Positive teacher-student relationships contribute to a welcoming school climate that promotes social and emotional learning.
Welcoming & Collaborative Learning Environment
AI also creates an appropriate, interesting, and interactive learning environment for student learning which is crucial to several common theories including cognitive, behavioral, and constructivist (Guney & Al, 2012). Physical conditions within the environment are important to the learning process of meaningful exploration, manipulation, questioning, and searching for answers that allows them to construct knowledge through their own experiences (Khan, 2023; Yin et al., 2021). These positive learning environments build trust and respect so students are more likely to produce work authentically instead of cheating. Students also feel less stress and pressure in the classroom so they feels safe which can reduce the desire for dishonest work. Furthermore, collaborative learning can shift the focus from grades to learning through a sense of shared responsibility with other peers to act ethically.
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