Chapter 24 Student Perceptions of Learning with Instructional AI Assistance in Online Discussions

A Case Study

In: Handbook of Research in Online Learning
Authors:
Jessica Lantz
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Juhong Christie Liu
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Type:
Chapter
Pages:
552–575
DOI:
https://doi.org/10.1163/9789004702813_024

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Abstract

This exploratory mixed-method case study research examines student experience and perception of learning while using an instructional artificial intelligence (AI) tool coaching online discussion. The case study outlines students’ experiences in four higher education undergraduate courses in the United States, which served as pilot programs for an AI-driven online discussion tool. Functioning as a digital assistant, the tool utilized customized prompts to engage students’ curiosity rather than generating content. Two feedback mechanisms were employed to analyze student learning experiences and perceptions: a survey gauging attitudes, intrinsic and extrinsic motivation, tool costs, and focus group interviews providing deeper insights into student class experiences. Quantitative and qualitative data analysis, supported by the current relevant literature, probes students’ insights into the potential benefits, challenges, and recommendations for implementing AI-moderated discussion tools in higher education courses.

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Cover Handbook of Research in Online Learning
E-Book ISBN:
9789004702813
Publisher:
Brill
Print Publication Date:
25 Sep 2024
Front Matter
Chapter 1 Lessons Learned in Conducting a Systematic Review in Online Learning
Chapter 2 The Study of Adult Learners in Distance Education
Chapter 3 Theories and Models to Frame, Inform, and Stimulate Online Learning
Chapter 4 What We Know about Online Teacher Education
Chapter 5 A Responsive, Consultative Professional Development Model for Online Engagement
Chapter 6 Active Learning by Design
Chapter 7 An Integrative Review of Adult Learners’ Informal Learning in Online Settings
Chapter 8 Metatextual Dimensions of Multimodal Literacy Engagement
Chapter 9 21 Years of Worldwide Learning Online
Chapter 10 A Critical Review of Two Automated Adaptive Teaching Systems in Mathematics and Chemistry
Chapter 11 Automated Analysis and Visualization of Online Learning Experiences and Engagement
Chapter 12 Evidence-based Practices for Developing a Community of Inquiry
Chapter 13 Pre-service Teachers’ Preparation for Teaching Online
Chapter 14 Micro Investment, Big Reward
Chapter 15 Selecting Media and Methods to Facilitate Blended Learning
Chapter 16 The Impact of Digital Learning on Racially Minoritized and Poverty-Affected College Students
Chapter 17 Remote Academic Advising for Colleges and Universities
Chapter 18 Online Mentoring in the Digital Age
Chapter 19 Mental Fatigue in Online Learning
Chapter 20 Analysis of Patterns in Time for Evaluating Online Instruction
Chapter 21 The Difference between Emergency Remote Teaching and Online Learning
Chapter 22 Exploring the Impact of E-Texts on Student Learning in Online Education
Chapter 23 Supporting AI-Enhanced Active Online Learning Experiences
Chapter 25 Gamification for Higher Education Applications
Chapter 26 Developing a Quality Assurance Approach for an Online Professional Military Education Institution
Chapter 27 Skills for Student Success in Online Learning
Back Matter

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