The role of generative AI (GenAI) in online and blended learning is something I think a lot about, especially as its presence grows. To me, the opportunities it introduces are both exciting and concerning. On one hand, GenAI can be a fantastic tool for improving the learning experience, but on the other, it risks becoming a shortcut for students to avoid genuine intellectual effort. The balance between these possibilities is huge, and it’s only going to grow as these tools become more advanced.
What I find most interesting is how GenAI can really support motivated students. For example, tools like these can summarize complex research papers in seconds or help refine language in assignments, making communication clearer. They can even provide detailed feedback on drafts, which can push students to think more critically about their work. But the downside is clear too—students who aren’t as engaged might use AI to take over tasks that should develop their skills. That’s when learning stops being about growth and becomes about getting the task done, which defeats the purpose of education.
Because of this, I think it’s crucial that universities set clear guidelines for using AI in learning. For me, the ideal use of GenAI is as a supportive tool, not a replacement for effort. Students could use it to refine their ideas or generate feedback, but things like submitting fully AI-generated assignments or fabricating sources should never be acceptable. These practices undermine the integrity of learning and, ultimately, the value of their education.
Another thing I’ve realized is how much the design of assignments matters. If tasks focus on critical thinking, creativity, and personal expression, then over-reliance on AI becomes less appealing. For example, assignments that ask students to reflect on personal experiences, engage in creative problem-solving, or collaborate with peers naturally demand more originality. This kind of design makes it harder for students to let AI take over, while still leaving room for them to use it in constructive ways.
In the end, I see GenAI as a tool that can enhance learning if used wisely. It’s up to educators and students to ensure it complements the learning process rather than replaces it. By creating thoughtful guidelines and assignments, we can make sure AI serves its best purpose: helping students grow, not bypassing the hard work of learning.
