About
In the winter of 2024, the Oregon State University Ecampus Research Unit conducted a survey study of 669 students who had taken online courses at Oregon State. The 40-item survey was designed to assess students’ knowledge and use of generative AI tools, as well as their perceptions of their use in online courses and careers. Students responded to the survey in reference to their fall 2023 Ecampus courses.
Read the full report
The study provides important insights on both student understanding and use of generative AI. Findings include their perceptions, course experiences and concerns about generative AI tools.
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Findings from the study
Students demonstrated a deep knowledge of generative AI.
Students were skeptical about information provided by generative AI tools.
Students agreed that generative AI tools would impact their careers.
Students experienced a lack of clarity in course policies.
Students expressed specific concerns about how generative AI tools would impact their education.
Students expressed fewer hopes about generative AI compared to the number of concerns.
Students demonstrated a deep knowledge of generative AI.
However, they used generative AI tools more in personal and professional activities than they did in their Ecampus courses.
Students were skeptical about information provided by generative AI tools.
Most students disagreed with statements that the information was:
• Reliable
• Up-to-date
• Accurate
Students agreed that generative AI tools would impact their careers.
Most agreed that knowing how to use generative AI tools would help them get a job, help them at work and advance their careers.
Students experienced a lack of clarity in course policies.
Participants experienced many different policies and degrees of clarity in course policies regarding the use of generative AI.
Students expressed specific concerns about how generative AI tools would impact their education.
Specific concerns included that AI tools could:
• Stunt personal learning
• Compromise their personal and educational values
Students expressed fewer hopes about generative AI compared to the number of concerns.
Students' hopes were more vague than their concerns. For example, students wrote about the impact of generative AI on:
• Enhancing lives
• The advancement of science
What students want instructors to know
“Make policies clear to students.”
“I would appreciate more guidance on which tasks instructors believe are appropriate to use AI generative tools. I have either adhered to a [zero-use] policy or used my own ethical judgement on which situations are appropriate. I am not intentionally looking to deprive myself from actually learning my subject.”
“Instructors should clarify when and where AI is appropriate.”
“Continue addressing the [guidelines] for students properly using generative AI tools in assigned coursework. Be transparent with [your] students to work on their assignment by themselves, and then use generative AI. That prevents students from completing an assignment with the majority of the work completed by generative AI.”
“There should be a concerted effort to help increase in information literacy of all students, and the ability to use gen AI in a way that is skillful AND skeptical will be important in the future.”
“The [workloads] seem to be expanding, and perhaps the assumption is that AI is taking on some of the work. If AI is an expected tool to be used, please make sure to walk the class through what and how to use it so everyone has equal starting point.”
“I hope that students will be academically supported in the development of their OWN knowledge and skills instead of defaulting to using generative AI.”
Recommendations for Faculty
This study was conducted by the Oregon State University Ecampus Research Unit director Dr. Mary Ellen Dello Stritto.
For press inquiries, please contact Tyler Hansen.
