Is artificial intelligence an opportunity for inclusive education? A case study in a fully online university
Artificial intelligence in education has emerged as an opportunity to facilitate teaching and learning, especially in learning environments mediated by technology, such as online higher education. Despite its growing prominence, there is a lack of empirical research analysing how artificial intellig...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universitat Oberta de Catalunya (UOC) |
| Repositorio: | O2, repositorio institucional de la UOC |
| OAI Identifier: | oai:openaccess.uoc.edu:10609/152290 |
| Acceso en línea: | http://hdl.handle.net/10609/152290 https://doi.org/10.5334/uproc.124 |
| Access Level: | acceso abierto |
| Palabra clave: | learners with disability educational technology inclusive education online higher education artificial intelligence |
| Sumario: | Artificial intelligence in education has emerged as an opportunity to facilitate teaching and learning, especially in learning environments mediated by technology, such as online higher education. Despite its growing prominence, there is a lack of empirical research analysing how artificial intelligence affects inclusive education. Therefore, this study aims to analyse the perspectives and viewpoints of online course designers on leveraging these technologies to promote equal participation for all learners. Twelve professors participated in semi-structured interviews that were subsequently analysed through thematic analysis. The findings encompass two main themes. On one hand, the use of artificial intelligence in education as a tool for inclusive education within a human-centric pedagogy. Participants are cautious about using artificial intelligence to replace human work but recognise its potential contribution to facilitate content accessibility and comprehension. On the other, the adoption of a new approach for learning and assessment based on reflection and metacognition. Our participants‟ strategies include modifying some assessment practices when designing their courses for enabling learners to compare artificial intelligence creations, although they also highlight the lack of knowledge on using these technologies. Therefore, shifting to an assessment approach based on strengthening metacognition, reflection, and critical thinking skills emerges as a means to promote learners‟ inclusion supported by artificial intelligence. Our study also emphasises the importance of promoting artificial intelligence literacy for both professors and learners to effectively incorporate these technologies in the educational processes. |
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