With the release of AI on a broad scale and the evolving procedural policies for policing and supporting its use in online higher education classrooms, instructor hesitancy to implement AI in ethical and effectual ways is shared by many. To emphasize, research indicates that curriculum designers and university stakeholders need to provide best-practice examples of how to utilize AI tools to effectively and positively promote the use of AI for students’ advantage (Deroncle-Acosta et al. 2024, 9). Clearly, AI offers many benefits as it can drive efficiency, creativity, and innovation. AI comes in various forms from generative AI to gamification to chatbots to adaptive learning platforms amidst other formats. Due to the sheer volume of AI options, pairing high-impact AI tools with highly desirable outcomes aids in the promotion and implementation of such usage in the online classroom.
Elevating Engagement
Engagement is an important factor driving retention in online classrooms; furthermore, dynamic environments capture the attention of students, ensuring greater dedication to learning. AI can considerably improve engagement in the classroom (A. Huang et al. 2023, 11). One way that online instructors can use AI in the classroom is to become a digital master and use generative AI, such as ChatGPT, to develop deeper content ideas or analyze student contributions within discussion (Mora and Semingson 2023, 57). Such tailored discussions add depth and rigor to courses, captivating students and bringing forth relevant and dynamic topics.
Furthermore, a second way to further improve engagement is through the development of AI developed feedback for formative assessments (Perry 2023, 78). Timely and personalized feedback plays an essential role in engaging students and motivating them (Wang and Lehman 2021, 571); AI can aid in streamlining and fast-tracking feedback. In deeply engaging students in an immersive and individualized way, students are more motivated to learn and more satisfied with educational outcomes.
Finally, while generative AI can offer just-in-time support to students, it also simulates a social presence, which is a “crucial component in technology-rich learning environments” (X. Huang et al. 2023, 396). Considered as a study companion, generative AI provides direct and immediate assistance and support, reducing anxiety and improving student motivation and psychological and personal contentment (Luan et al. 2024, 6). Ultimately, AI as a guide to both instructors and students can aid in boosting wholesale engagement in the online classroom.
Prompting Productivity
Another satisfactory outcome regarding the use of AI involves student productivity. Research notes, “By leveraging AI-driven solutions, students can streamline mundane tasks, optimize time management, and achieve higher levels of performance and academic excellence” (Capinding and Dumayas 2024, 647). With AI readily available to aid in the completion of so many activities, it behooves instructors to promote the ethical and practical use of applicable AI tools. For instance, a productivity tool for aiding in the completion of schoolwork is Quillbot, an AI tool on steroids; this one-stop-shop program paraphrases, translates, corrects grammar, and generates citations. Such a tool also ensures more accuracy in terms of performance.
Additionally, an entertaining and useful tool in maximizing time management is the gamified timer app called Forest. With this app, you grow a digital and real-tree forest based on the ability to focus on one’s work for extended clocked times, thus avoiding the distractions of one’s phone. While this may seem like a novel suggestion, its need for implementation is real and underused. In one study based on 106 college students with ADHD, achievement was negatively associated with the sound mode of cell phone; turning off the phone substantially improved accuracy and achievement in quantifiable ways (Albert et al 2023, 1192). Used wisely, AI can boost productivity for students, allowing students to earn higher grades while leaving them more time for the creativity and critical thinking required of top-performing students.
Incorporating Inclusivity
A final desired outcome associated with AI tools is the promotion of inclusivity and accessibility in the online classroom. More than 1 billion people across the world have disabilities and AI optimizes accessibility, inclusion, and equity, thus ensuring fairer access to educational information of all types (Nacheva 2025, 137). A top AI tool for accessibility is Otterai; this transcription service provides captions for recordings and videos. Transcriptions ease and enable learning for many students with disabilities. Likewise, translation AI tools, such as Quillbot or Google Translate, aid English Language Learner (ELL) students. Similarly, Seeing AI from Microsoft is a free app that identifies currency, objects, text, and people for people with visual impairments. Not only is AI valuable for students with disabilities, facilitators can also use it to enhance instruction regarding accessibility. For instance, AI can be used to create visuals for students. Canva has a Dream Lab feature that will generate images. Meeting the dual coding needs of students with audio-visual processing requirements can also improve accessibility while adding depth and engagement to one’s classroom. Using and offering ethical ways to use AI tools benefits student experiences while increasing the impact of instructors.
Conclusion
As instructors, we are curators of learning resources, and AI tools can aid student engagement, productivity, and accessibility. In promoting AI-driven options that enrich and improve student learning, we position students for success and teach them empowering ways to support their autonomous educational growth. AI stands for Artificial Intelligence, but with the right implementation, it can also stand for Adds Insight; Accelerates Improvements, and Assists Instruction.
| AI Tool | Description | Application |
| ChatGPT | Generative AI that uses natural language processing technology | Human-like conversational assistant helpful in supplying assistance, generating ideas, and organizing content |
| Quillbot | Multipurpose writing tool: grammar editor, citation generator, paraphraser, translator, AI detector, and plagiarism checker | Task assistant and support system helpful in completing academic tasks |
| Forest | Gamified timer app | Assists in helping users stay task-focused and avoid chronic phone addiction |
| Otterai | Transcription service | Supplies transcriptions and captions, aiding students with hearing impairments or processing needs |
| Google Translate | Multilingual neural machine translation service | Aids in translating languages through both inserted text and images; helpful for ELL students |
| Seeing AI | Camera world setting narrator | Helpful for people with vision impairments in describing the world as seen through the camera lens |
| Canva – Dream Lab | Image generator | Creates visual aids |
Amy Winger is an online instructor for the University of Phoenix and American InterContinental University. She holds a BA in English from the University of Iowa and a MEd in English Education from the University of Minnesota. For over 19 years, she has taught English and general education courses and enjoys pioneering the use of tech tools. Prior to that, she taught English at the secondary level. Her academic research primarily focuses on retention strategies, technology tools, and social media implementation in the online classroom. She is also a freelance fiction writer.
References
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