The Affective Impact of Generative Artificial Intelligence on Instructors of First-Year Writing Courses
DOI:
https://doi.org/10.20343/teachlearninqu.14.19Keywords:
writing pedagogy, GenAi in higher education, affect, emotion, first-year writing, wicked problemAbstract
This qualitative study examines the affective challenges faced by instructors teaching first-year writing (FYW) courses in Ontario post-secondary institutions as the instructors adapt to the growing presence of generative AI (GenAI) technologies in educational contexts. Framing GenAI as a wicked problem and using semi-structured interviews with eight FYW instructors across four Ontario post-secondary institutions, this research explores how GenAI influences instructors’ emotional well-being, cognitive load, workload, and overall job satisfaction. Findings include marked increases in cognitive and emotional labour resulting from intersecting factors such as moral injury, concerns surrounding assessment and fairness, lack of institutional guidance, and a shift in the teacher-student relationship (TSR). In response to our findings, we offer three preliminary recommendations for institutions and departments to address the affective impacts of GenAI on FYW instructors.
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