ORCID

0009-0008-2997-7110 (Kronenburg)

Document Type

Article

Publication Date

2025

Publication Title

Journal of Health Administration Education

Volume

41

Issue

2

Pages

183-210

Abstract

Program evaluation data suggest that undergraduate students struggle with writing in a clear and concise manner and appropriately citing. Faculty implemented the plan-do study-act cycle to pilot the Transparency in Learning and Teaching (TILT) project framework and to explore the use of artificial intelligence (AI) and discuss approaches to using AI, along with the TILT framework, in a writing-intensive course to identify the pros and cons of using ChatGPT in an online classroom. The TILT framework reinforces adult learning by helping students clearly understand the assignment's purpose and establish a clear relationship between assignment and students' professional lives. Faculty encouraged the use of AI, specifically ChatGPT, to help students reflect on what determines if writing is clear, concise, and accurate. Undergraduate students used ChatGPT in online discussions and a semester-long research paper focused on program planning and evaluation. ChatGPT can help students improve self-efficacy with their writing abilities and gives them an opportunity to better understand their own strengths and weaknesses with writing. Disadvantages include AI's robotic tone, the absence of citations, and the lack of specificity. This paper offers valuable information for faculty who are interested in using AI and/or the TILT framework in the classroom, specifically an online course.

Original Publication Citation

Brown, E. A., Kronenburg, M., Steeley, A., & Tagbor, D. (2025). A case study using the transparency framework and artificial intelligence to promote effective writing and student success in a writing-intensive course. Journal of Health Administration Education, 41(2), 183-210. https://www.ingentaconnect.com/content/aupha/jhae/2025/00000041/00000002/art00004

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