Our GenAI research is guided by the intersection of communication and higher education. We take a critical view of how the perceptions of AI technologies are formed by the communication practices within higher education by faculty, students, and staff.
The constant connection, disruption, distraction, and need to learn new technology, or technostress, can make faculty feel overwhelmed, tired, or disengaged, impacting their ability to teach. Faculty are tired, overworked, and overwhelmed, which impacts their teaching, and is unlikely to be solved by more instructional technology. How instructional technology influences feelings of burnout is important to study, not only for the wellbeing of instructors, but also for critical decision making about training and technology adoption.