Dr. Jennifer Pellish
Dissertation Title: The Influence of GenAI on Online Teaching: A Qualitative Descriptive Study
CETLA proudly congratulates Dr. Jennifer Pellish on the successful completion of her dissertation, “The Influence of GenAI on Online Teaching: A Qualitative Descriptive Study.”
Dr. Pellish’s research explored how online higher education faculty perceive the influence of generative artificial intelligence (GenAI) on teaching non-traditional learners. Grounded in the Community of Inquiry framework, the study examined how GenAI is reshaping online instruction, particularly in terms of efficiency, engagement, and instructional quality. Her findings revealed a spectrum of perspectives among faculty. Some viewed GenAI as a valuable tool that enhances productivity and interaction, while others expressed concern about its potential to diminish authenticity in learning. Overall, the research illuminated the nuanced role of GenAI in higher education, emphasizing both the opportunities and challenges it presents for instructors navigating today’s digital classrooms.
From Dr. Pellish
“The study explored how online higher education faculty perceived the influence of generative artificial intelligence (GenAI) on teaching non-traditional learners. Grounded in the Community of Inquiry framework, the research highlighted the ways GenAI is shaping online teaching practices, particularly in terms of efficiency and instructional quality. The findings revealed a range of faculty perspectives. Some viewed GenAI as a valuable tool that enhances engagement and productivity, while others expressed concern about its potential to diminish authenticity in learning. Overall, the study shed light on the nuanced role of GenAI in online education, emphasizing both its opportunities and challenges for instructors navigating online higher education.”
Dr. Pellish’s work directly reflects GCU’s philosophy on AI, which emphasizes that artificial intelligence should support, not replace, human discovery, creativity, and critical thinking. As a Christ-centered university, GCU is committed to using AI ethically and responsibly, ensuring that technology enhances learning while preserving the relational and reflective core of education.
Her research contributes meaningfully to this vision by examining how AI can serve as a supportive partner in teaching, empowering faculty to innovate without losing the human connection that defines transformative education.
Dr. Pellish’s dissertation also aligns closely with CETLA’s mission to foster a university-wide culture of innovation through the application of emerging technologies in teaching and learning. Her work embodies CETLA’s vision to empower faculty, staff, and students by integrating cutting-edge educational tools that strengthen engagement, efficiency, and purpose in online education.
CETLA, Grand Canyon University, and the Department of Online Teaching and Learning, celebrates Dr. Pellish for her important contribution to understanding the evolving relationship between AI and education. Her research provides valuable insight into how educators can thoughtfully and ethically navigate this new landscape, ensuring technology remains a means to human-centered, purpose-driven learning.