What are the key implications of AI for the future of online learning?

During the pandemic, online learning became the most utilized way to continue academic activities globally, and experts began to consider it a viable alternative to face-to-face education (Kaur, 2020)[1].

It goes without saying that online learning is not exclusive to the higher education sector. Public and government institutions, as well as corporate and industry also engage in online learning for upskilling and/or reskilling. Yet, as artificial intelligence (AI) gains a presence in almost every corner of our modern lives, it is important to ponder the possible impacts of AI on online learning.

In a thought-provoking presentation to the University of Pretoria, Dr. Phillipa Hardman[2] brings to light some valuable perspectives on AI and how it's shaping the future of online education. Moreover, she proposed a key argument "online learning is broken," and improperly applied artificial intelligence (AI) will only exacerbate this issue. The faults in online learning primarily stem from poor transfer of knowledge and low completion rates.

Hardman stresses that if we don't address these issues effectively and instead turn blindly towards AI as an all-encompassing solution without focusing on its judicious application, we risk complicating existing problems. It's not about rejecting AI but optimizing it; understanding how human cognition works with technology can lead us towards creating effective virtual education models.

So, what's broken in the realm of online learning?

Hardman points out that the current model suffers from poor knowledge transfer and completion rates. This stems from an outdated pedagogy that treats learners as passive recipients of information, reminiscent of the Victorian era where knowledge was imparted through monotonous lectures. This dated approach often leads to quick forgetting of the acquired knowledge, what Hardman refers to as the curse of knowledge transfer. In this model, an overwhelming 80% of information is dumped on learners, followed by a narrow assessment process comprising only 20% of their learning journey, typically represented by exams or essays.

The AI-Powered Paradigm Shift

AI has the power to transform online education into an experience that is immersive, engaging, and tailored to individual needs. This fundamental shift was previously unattainable at scale. However, with the emergence of AI-supported tools, educators have a real chance to deliver contextualized, active, personalized, and supportive online learning experiences on a large scale. This ambitious goal is what Hardman passionately advocates for in her presentation.

Evidence Supporting the Claim:

1/ Knowledge Transfer Issues: Some Online courses do face challenges in effectively transferring knowledge. This can be attributed to factors like poorly designed courses, lack of engagement, and limited interaction between instructors and students. Studies have established the critical importance of interactions between educators, students and content in online environments when compared to face-to-face interactions (Bernard et al. 2009[3], Moore 1989[4]).

2/ Low Competition Rates: Research shows that a significant number of students start online courses but do not finish them, and this can be seen as a problem. It should be noted that completion rates from online courses tend to be lower when compared to in person education. Motivation is the most significant force that shapes learners’ perceptions about enrolling in online classes and helps them persist.[5]

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Evidence Challenging the Claim:

1.???? Improvement of Online Learning: Online learning has made significant progress over the years. Many educational institutions over the World have undertaken initiatives and efforts to enhance the quality of online education experience. They have incorporated elements offered feedback and worked on improving course design. These efforts have proven effective in facilitating knowledge transfer.

?2.???? Diverse Learning Styles: Online learning can cater to a wider range of learning styles. Some students may thrive in the online environment, finding it more flexible and suitable for their needs. This diversity in options can be considered a benefit rather than a flaw.

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In conclusion it is important to note that while online learning does present challenges it would be an oversimplification to label it as "broken". The effectiveness of learning depends on factors, including the way courses are designed, the level of engagement, instructors, and individual preferences in learning. Of dismissing online learning as fundamentally flawed we should recognize its potential advantages such as flexibility and accessibility.

The key lies in refining online learning methods addressing issues related to knowledge transfer and improving completion rates through course design and support systems. Implemented artificial intelligence can also contribute by personalizing the experience and providing data insights for better decision-making.

P.S The picture was generated by Musavir.ai

Ada Sparks?

References:

[1] Kaur G. (2020).?Digital life: boon or bane in teaching sector on COVID-19.?CLIO Annu. Interdiscip. J. History?6, 416–427.

[2] HARDMAN PHILIPPA (2023): AI: The Future of Online Learning?

Available at: https://vu.fr/rNfV

[3] R.M. Bernard, P.C. Abrami, E. Borokhovski, C.A. Wade, R.M. Tamim, M.A. Surkes, E.C. Bethel. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79 (3), pp. 1243-1289

[4] M.G. Moore. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3 (2), pp. 1-7

[5] Doug Lederman. (2021). Student Performance in Remote Learning, Explored (Imperfectly). Available online at: https://urlz.fr/okWC