“Artificial Intelligence Leads to Artificial Learning”: Student and Instructor Views of GenAI, Writing, and Learning

This is the authors' abstract. We don't add key points for this paper.

This article reports on responses to a survey that invited students and instructors involved in writing-intensive courses to reflect on their views regarding the concern that generative artificial intelligence (GenAI) could be used in ways that undermine learning. Coding of both populations’ responses to an open-ended question suggests that students and instructors share a common reference world that could result in deliberative conversations regarding GenAI, writing, and learning. These results help define the nature of that reference world and offer emerging topoi from which productive discussion about the place of GenAI in postsecondary writing instruction could proceed.