Johns Hopkins professor says he’s fine with students using AI to cheat

Educators with extensive experience assert that student submissions generated by AI are noticeably distinguishable. These submissions frequently exhibit a deficit in the usual writing and analytical abilities of students. Consequently, some instructors are revamping assignments to limit AI dependency, while others revert to handwritten tasks to diminish the reliance on chatbots. Maintaining vigilance and adapting assignments emerge as essential tactics for teachers facing this challenge.