Abstract:

Two years after the conclusion of the pandemic, its repercussions continue to resonate across various domains, including higher education. The widespread adoption of online pedagogical tools and digital learning platforms during the pandemic has rendered a complete return to pre-pandemic educational practices increasingly unattainable. Compounding these shifts is the rapid advancement of generative artificial intelligence, particularly the proliferation of tools such as ChatGPT. This study aims to explore the impact of diverse learning tools and activities, with a specific focus on the autonomous use of artificial intelligence (AI) by students, on academic outcomes and the perceived enhancement of higher-order cognitive skills.

To gather data, a core course within an MBA program at a Canadian university was selected. While the formal curriculum of the course does not incorporate AI-based learning tools, anecdotal evidence suggests that students are independently leveraging AI technologies. Informal discussions with students have substantiated the use of AI, which appears to correlate with an observed increase in absenteeism. An online survey was administered at the conclusion of the semester to two sections of the course. The survey instrument comprised three components: demographic information, students' perceptions of pedagogical tools, and specific inquiries regarding the use of artificial intelligence. The findings reveal that a substantial majority of students employ ChatGPT predominantly for drafting research papers and for proofreading purposes.

Keywords:

Artificial Intelligence, Higher-Order Thinking skills, Online Learning Tools.