by Laura McNeill, Ph.D.
Laura McNeill, Ph.D. is an assistant professor of Instructional Technology at the University of Alabama. She also serves as the program coordinator for the Instructional Technology master’s degree program. Previously, Dr. McNeill served as a senior instructional designer at Regions Bank, Ascension Healthcare, the University of Alabama at Birmingham, Texas A&M’s School of Law, and the University of Alabama. She is currently an instructional design consultant for the Jefferson County Department of Health.
This study examines the increasing adoption of generative AI tools among instructional designers in higher education. Through a Qualtrics survey of 104 instructional design professionals across the United States, complemented by 8 follow-up semi-structured interviews, usage behaviors and attitudes related to AI-enabled course development were characterized. The analysis indicates that 71% of respondents now leverage AI technologies at least sometimes in their workflows, with the majority using ChatGPT. Key benefits center around the accelerated drafting of foundational course components like learning objectives, content structure, and assessments. However, just 23% feel fully comfortable relying on the outputs, requiring extensive fact-checking. Additionally, risks around bias, inaccurate content, and lack of customization remain top challenges limiting more extensive integration of AI capabilities. Despite these limitations, 75% of participants anticipate further increasing their usage of generative design tools like ChatGPT in the next year, pointing to the promise of augmented intelligence balanced with human oversight going forward. This study provides an important snapshot of the AI promise and pitfalls influencing a vital community shaping the future of online education.