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Canvas & Instructional Technology

• An overwhelming majority (86%) of faculty/instructors use Canvas. This is a new LMS and reflects initial summer adopters.
• The top used features in Canvas are: Assignments (98%), Modules (98%), Grades (96%), and Announcements (92%).
  Followed by Discussion (81%) and Quizzes (81%), Rubrics (57%), Inbox (43%), and Studio (28%).
• The instructional approaches used more frequently are: Active Learning (87%), Project-Based Learning (74%), and Experiential Learning (EXL) (64%).
  Followed by: Team-Based Learning (53%), Case-Based Learning (51%) and Flipped Classroom (42%).
• The top third-party tools integrated with Canvas are Panopto (19.35%), McGraw-Hill Connect (18.71%), Zoom (18.71%), Turnitin (12.9%), Teams (5.81%), Cengage (5.16%), and Pearson Labs (4.52%).
• The most requested Canvas training topics are Course Design (42%), Canvas Studio (42%), SpeedGrader (38%), followed by Quizzes (21%) and Rubrics (19%).
• Software and Tools used in Class: MS Office (87%), Capital IQ (18%), Python/Jupyter (16%), followed by Tableau (14%) and WRDS (14%).
• Canvas satisfaction varies by department, with ISA (3.8/5), MKT (3.7/5), MGMT (3.5/5), ECON (3.5/5), and ACTG (3.1/5).
• External Learning Platforms used in the classroom: McGraw-Hill (68%), LinkedIn Learning (33%), Cengage (18%), Pearson MyLab (14%), and Breakout Learning (7%).
• Main challenges regarding the use of technology
  • Our faculty cited a lack of time (66%) and a lack of tech skills (40%) as the main challenges in using technology.
  • Lowest satisfaction reported with Audio/microphones, remote recording, and docking station.

AI in Teaching

• The most used AI tools for teaching and course preparation are ChatGPT (84%), Copilot (52%), Grammarly (47%), Gemini (44%), and Claude (42%).
• Faculty reports using AI most often: weekly, followed by a few times each semester, and daily, with monthly and never trailing behind.
• Faculty allows AI for selected assignments (35.48%), integrated throughout the course (19.35%), permission required (17.74%), encouraged (16.13%), required in some assignments (8.06%) and prohibited (3.23%).
• Faculty most often use AI to brainstorm ideas (16%), develop assignments (13%), develop lecture materials (13%), create rubrics (10%), create presentations (9%), and create quizzes/exams (8%).
• AI fluency skills taught: ethical use (57%), evaluating output (45%), fact checking (42%), understanding limitations (42%), foundations (38%), responsible citation (37%), assisted writing (42%), prompt engineering (42%), and understanding bias (42%).
• Assignments allowing AI: oral presentations (43%), in-class assessment (43%), project documentation (40%), reflection papers (31%), proctoring (26%), prompt submission (19%), and peer evaluations (12%).
  Followed by: AI statement (1%), acknowledgment (1%), and disclosure (1%).
• How to assess learning: presentations (16.89%), class/term projects (12.84%), case analyses (11.49%), analytic projects (8.78%), programming (8.78%), research papers (8.11%), business plans (7.43%), reflections (6.08%), marketing campaigns (6.08%), and capstone (4.05%).
• Biggest concerns: Student overreliance (85%), academic integrity (83%), impact on learning (80%), privacy (47%), hallucinations (45%), copyright (42%), lack of training (42%), assessment challenges (40%), and sustainability/environment (32%).

AI in Research

• 56% of faculty currently use AI in their research, while 19% plan to and 16% don’t.
• Faculty use AI in research mostly for finding articles (76%), literature reviews (58%), brainstorming (56%), summarizing literature (54%), citation assistance (49%), writing/editing (43%), programming (19%), data visualization (17%), survey design (13%), data cleaning (11%), qualitative coding (9%), grant writing (7%) and pre-submission review (1%).
• The most used AI tools for research are ChatGPT (76%), Claude (52%), Copilot (32%), Gemini (28%), Perplexity (16%), NotebookLM (14%), Elicit (8%), Research Rabbit (6%), and Consensus (4%).
• The top barriers to AI use in research are cost (50%), lack of training (33%), and publisher restrictions (31%)
  Followed by: IRB concerns (27%), being unsure which tools to use (25%), privacy (22%), and lack of institutional guidance (18%).

The Jones College of Business strives to provide the best IT services and support possible to all our patrons, faculty, staff, and students. This page identifies the main issues raised in the technology survey and action items to address them. We will focus on providing the best service possible within our limitations. Below you will find a list of the top issues and requests, alternatives to address them, and current status as we progress – some items required the coordination with other units such as ITD, MTSU Online, facilities services, etc. Please note that this document is not oriented to provide an exhaustive list of options or solutions. Please don’t hesitate to contact [email protected] if you have any questions.