Taking notes with artificial intelligence (AI)-based technology and academic integrity: perspectives from online learners

This study examines the intersection of online graduate students’ note-taking practices, technology use, and academic integrity, emphasizing the impact of artificial intelligence (AI) tools. Using a post-phenomenological case study approach, multiple in-depth interviews were conducted with eight graduate learners from a Canadian university, gathering qualitative insights into diverse perspectives on how note-taking technologies mediate their understanding of learning and ethical behaviour. Findings reveal that AI-powered tools, such as automated note-takers, influence learners’ note-taking strategies by prioritizing efficiency and accessibility, often at the expense of critical engagement. While academic integrity remains a key concern in formal assignments, ethical considerations are largely absent in informal contexts, where practices like copying content or using AI-generated summaries are normalized. Learners’ preferences lean toward usability and off-camera learning, with minimal emphasis on the ethical implications of technology use. These findings highlight the growing need for educational support and clearer guidelines on integrating AI ethically into academic practices, ensuring that these tools reinforce critical thinking and accountability while adapting to evolving educational landscapes.