A trend examination of course policy and message framing for student GenAI

Bibliographic Data

ID21632280
AuthorsRenee Kaufmann (0000-0002-4099-3225, University of Kentucky, corresponding author), Jessalyn I Vallade (0000-0001-8972-4344, University of Kentucky), Brandi N Frisby (0000-0003-0123-6560, University of Kentucky), Joe C Martin (0000-0001-7214-8221, University of Kentucky)
Year2025
Pages1-17
Publication date2025-11-19
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInteractive Learning Environments (JOURNAL)
Journal identifiersISSN: 1049-4820 • E-ISSN: 1744-5191
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10494820.2025.2588209
OpenAlexW4416380341
LanguageEN
Citations received1
References cited28

Discussion around the implications and usage of ChatGPT and other GenAI in the classroom are generally met with suggestions to implement a clear course policy in the syllabus. However, there are a variety of instructor approaches to crafting syllabus policies and framing messages around the use of GenAI tools. This qualitative trend study sought to understand students’ perceptions of syllabus policies and instructor message framing on the use of the newly widespread GenAIs at a southeastern research-intensive university in the United States, and how, if at all, these perceived messages changed over the course of a year. Data were collected over time in three waves (i.e. three semesters). Overall, the data from this one institution exemplified trend shifts. More specifically, perceptions of restrictive to conditional use messages and policies over the span of three semesters. In this specific case, these reported data highlighted a possible realization that the tool is a mainstay at this particular institution

Computer-mediated communication · Course evaluation · Higher education · Teaching method · Evaluation of Teaching Practices · Information Systems Education and Curriculum Development · Online and Blended Learning

Tools

Open DOI