'It Would Just Show the Teachers Don't Care': Exploring Student Perceptions of Introductory Communication Courses and Instructor Value in the AI Era
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| Title: | 'It Would Just Show the Teachers Don't Care': Exploring Student Perceptions of Introductory Communication Courses and Instructor Value in the AI Era |
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| Language: | English |
| Authors: | Brandi N. Frisby, Joe C. Martin, Jessalyn I. Vallade, Renee Kaufmann |
| Source: | Basic Communication Course Annual. 2025 37:5-34. |
| Availability: | University of Dayton Department of Communication at eCommons. 300 College Park, Dayton, OH 45469. e-mail: BCCAeditor@clemson.edu; Web site: https://ecommons.udayton.edu/bcca/ |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Artificial Intelligence, Technology Uses in Education, Communication Skills, Communications, Value Judgment, Interpersonal Relationship, Preferences, Feedback (Response), Introductory Courses, Undergraduate Students, College Faculty |
| ISSN: | 1546-2331 2473-4004 |
| Abstract: | As generative AI grows in popularity, so do the concerns regarding whether this technology has the capability to effectively teach written and oral communication skills, thereby affecting the perceived value students place on introductory communication courses (ICC). This study sought to address that concern by asking students to provide qualitative and quantitative responses on (a) the effect of generative AI on their development of essential communication skills, (b) the value of the ICC in the face of generative AI capabilities, and (c) perceptions of instructors' use of generative AI for instructional responsibilities. Results highlight students' preference for human instruction over AI-generated instruction and feedback, as well as the limited ability of AI to recognize the existence and importance of emotion, creativity, and growth in their communication skills. Despite the rapidly advancing capabilities of this technology, student perceptions of AI's role in their education did not significantly change over the course of two semesters. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://ecommons.udayton.edu/bcca/vol37/iss1/3 |
| Accession Number: | EJ1487213 |
| Database: | ERIC |
| Abstract: | As generative AI grows in popularity, so do the concerns regarding whether this technology has the capability to effectively teach written and oral communication skills, thereby affecting the perceived value students place on introductory communication courses (ICC). This study sought to address that concern by asking students to provide qualitative and quantitative responses on (a) the effect of generative AI on their development of essential communication skills, (b) the value of the ICC in the face of generative AI capabilities, and (c) perceptions of instructors' use of generative AI for instructional responsibilities. Results highlight students' preference for human instruction over AI-generated instruction and feedback, as well as the limited ability of AI to recognize the existence and importance of emotion, creativity, and growth in their communication skills. Despite the rapidly advancing capabilities of this technology, student perceptions of AI's role in their education did not significantly change over the course of two semesters. |
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| ISSN: | 1546-2331 2473-4004 |
