Generative artificial intelligence tools like ChatGPT, Claude and Gemini have entered online classrooms, rapidly changing the learning experience for both students and faculty. Surveys from the Oregon State University Ecampus Research Unit suggest that while generative AI use is widespread in online education, expectations, policies and emotions surrounding the technology remain unsettled.
About the studies
The Ecampus Research Unit surveyed Oregon State online students and faculty about their knowledge, perception of and use of generative AI tools in online learning environments.
The 2024 student survey included responses from more than 600 students. Insights from that study informed the faculty survey conducted in 2025, which included responses from 195 faculty members across disciplines at Oregon State.
“We recognized there was a need to better understand how students and faculty were experiencing this moment,” said Mary Ellen Dello Stritto, director of the Ecampus Research Unit. “We started with students, as we wanted to gather insights faculty could use when designing their courses. Then, we turned to faculty to explore their perspectives.”
Because both surveys used similar multiple-choice and open-ended questions, researchers were able to compare student and faculty perceptions of generative AI.
Understanding the results
Faculty were aware that students were using generative AI tools in their classes. Among respondents who were currently teaching an online course at Oregon State, most said students were using generative AI in some way.
Both surveys highlighted the need for clearer communication about how generative AI should be used in online courses.
In the student survey, respondents highlighted inconsistent generative AI rules. The guidance they received from an instructor for one course might be entirely different than the rules they needed to follow in another.
The faculty survey confirms this finding. Most respondents said they used the course syllabus or policies to communicate the generative AI rules students should follow, with 48% allowing use with proper disclosure and 38% prohibiting AI tools in their online courses.
“Some faculty are openly discussing the benefits and risks of gen AI with their students, including concerns, pitfalls and how to use these tools responsibly,” Dello Stritto said. “But faculty also discussed the need for discipline-specific training, so they could be even more helpful in preparing students for AI-enabled careers.”
While use is widespread, both students and faculty have complex feelings about generative AI. In questions about their emotions, students and faculty chose words like “concerned” more than more positive words like “excited” or “inspired.”
“Faculty and students are not taking AI transformation lightly. The ones we heard from are really thinking deeply about this issue,” Naomi Aguiar, associate director of the OSU Ecampus Research Unit said. “They also have complex reactions that are, at times, contradictory. It makes a lot of sense to have mixed emotions about gen AI. Those who do are not alone.”
Putting the research to work
Study results are already informing online course development processes at Oregon State.
Understanding the student perspectives on generative AI — and faculty challenges on how to moderate use of the technology — informed the development of the Six Essential Pedagogical Moves for Online Education in the AI Era tool. Released this spring, the framework uses findings from the Research Unit’s surveys to help faculty and administrators develop clear, consistent policies on generative AI use.
“We’re really fortunate that at Ecampus we are able to conduct this research and to give all our collaborative partners actionable insights derived from data. There’s a lot of noise and chatter about gen AI, and it’s not easy to understand what’s true and what’s not. Studies like this can help people make evidence-based decisions,” said Aguiar.
A summary of key findings, links to the studies and recommendations for faculty are available on the Oregon State Ecampus Research Unit website.
