Generative AI has the potential to transform instruction, especially in the online environment. As technology continues to change the educational paradigms we have been accustomed to, we need to understand how students utilize AI in the classroom. We describe results from self-reported student surveys in an online plant physiology course. Students could use AI or not to complete their work, however, regardless they had to report after each assignment. The discussions and lab reports are part of the course’s normal assessment activities. Additionally, students reported the time spent completing the assignment, and wrote a summary to include: (1) how did AI help you complete the assignment? (2) What did you do to revise or further improve it? (3) Did you cross-check the AI-generated information, i.e. factual and references? Of the AI tools students reported using, ChatGPT was used most (80%), followed by CoPilot, Gemini, and Google image search. The most common reason for AI use was to help with concept understanding (43%), followed by draft a script or outline (17%), proofreading and improve writing (11%), generate ideas (8%), and identify plants (5%). In fewer than 1% of the cases, students reported that AI helped them with troubleshooting. Students cross-checked the AI-generated information 76% of the time. There was no significant difference in time spent completing an assignment between students who reported that they used AI compared to the ones that did not use AI. Implementation of any new tool in education requires thoughtful planning, consideration, and support. Schools and educational institutions should provide robust training programs to equip teachers with the necessary skills and knowledge to use AI tools effectively and confidently. This guidance should include not only the technical aspects, but also ethical considerations, potential limitations, and best practices to integrate it into their instruction methodology.
