AI Tools for Teaching and Learning

CHAS 123: Qualitative Research Methods

AI Transcription Tool

Reflection on Instructional Change:

This semester, as part of the AI Tools for Teaching and Learning Workshop, I integrated Otter.Ai into my upper-division undergraduate Qualitative Research Methods course (CHAD 123). Otter.AI is a free transcription tool that uses AI to make qualitative transcription much more streamlined and efficient. I introduce this tool during our class lecture on preparing qualitative data, specifically to assist students with their own transcription of the interviews they had previously conducted. To implement this practice, I first discussed the tool whole group in class, and together we discussed the ethics of using AI with data, reviewed the regulations and ethics Otter has released, and considered the benefits and possible harms of using AI in qualitative research. From there, I created a walkthrough to help students set up free Otter accounts, then I demonstrated how to upload and transcribe an audio file using a brief 5-minute sample audio file. I selected this tool because transcription is often a tedious and time-consuming barrier for students just beginning to learn how to do qualitative research. I wanted to introduce a technology that could reduce those challenges while still emphasizing the importance of editing and interpreting data thoughtfully.

Bringing Otter.AI into my class had a positive impact overall. There were a few initial technical hiccups; students had trouble logging in and there was confusion around how to access the free version. However, on the whole students really appreciated this tool. I asked students to give me feedback after using Otter and students shared comments including, “This tool is cool,” "I really liked this a lot and will probably use again" and “It does almost all the work for us.” One student remarked, “I still had to do a LOT of editing but I can't imagine doing it all by hand." Student feedback illustrates that the tool helped make a typically daunting task more manageable while still preserving opportunities for learning the qualitative research process. Having this tool and pushing myself to introduce something new was a great learning experience for me. It allowed me to stretch my teaching and also support student learning in a new and different way.

The FLC activities that most influenced changes in my instruction were the "Define AI in Simpler Terms" discussion and the "AI Policy Development" assignments. First, the Define AI assignment was helpful in promoting my own awareness and understanding, but I also revisited the content when it came time to introduce Otter.AI to my students as we had a conversation about AI use and research. The AI Policy Development helped me critically reflect on how to communicate the role of AI in my classes and guided the development of a new policy for my syllabi. I have already included in syllabi and plan to continue including and updating in the future. Having the task of developing this policy required me to be explicit about when and how students could use AI in our courses, which helps with transparency and clarity for my students.

I really enjoyed the Observe and Analyze session with my colleagues. I thoroughly enjoyed the experience of watching and reflecting on each other's teaching. One key takeaway for me was based on the feedback I received from my peers. I realize now that our students are already so "tech-savvy" that I may not need to do as much lecturing when introducing new concepts or tools. Once students were able to log in to Otter, many of them were able to figure out the features quickly on their own. This insight prompted an "aha moment" for me: instead of walking students through every step, in the future, I can create for space for inquiry-driven learning by trusting their digital fluency and providing more autonomy and space for exploration.

Evidence of Instructional Change

Evidence of Instructional Change
Example 1	Example 2	Example 3
I introduced Otter.AI and explained the steps to create an account and begin transcription as part of my in-class lecture. This is a screenshot of my in-class slides to show students how to create an account.	This is a sample of a student-generated de-identified and cleaned Otter.AI transcript that was submitted as part of the assignment. Each student conducted a qualitative interview and then uploaded their audio in Otter.	I completed the Chancellor's AI course and received this certificate last semester.

Practice and Reflect Teaching and Learning with AI:

This was my first FLC experience as a faculty member and I really enjoyed the process. It has allowed me to the time and space to think deeply about instructional design, make decisions about AI use in my class, and more. For me, one of the biggest benefits of AI at the moment seems to be removing some of the logistical or tedious aspects of learning-- like transcription. I believe introducing Otter.AI to my research methods course provided students with an opportunity to focus more on analysis, reflection, and idea generation that is so critical for qualitative research. I still have many hesitations around blanket integration of AI into teaching and learning. I think incorporating this tool was a good first step for me to slowly scratch the surface while I continue to critically analyze and interrogate the technologies that many are pushing educators to adopt. I'm grateful for the learning opportunity and plan to continue learning and evolving!

Course Syllabus

AI CHAD-123-03-Duane, Addison.docx.pdf

Faculty Bio

Faculty Bio
Faculty Picture	Faculty Professional Background
	Addison Duane, PhD (she/her) is an Assistant Professor of Child and Adolescent Development in the College of Education at Sacramento State University.

Funding Source
	This work was supported by: US Department of Education P031S230256 and P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.