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...

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Detalles Bibliográficos
Autores: Reyes, Jose Israel, Meneses, Julio
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
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spelling Is artificial intelligence an opportunity for inclusive education? A case study in a fully online universityReyes, Jose IsraelMeneses, Juliolearners with disabilityeducational technologyinclusive educationonline higher educationartificial intelligenceArtificial 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.Ubiquity Press202520252024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10609/152290https://doi.org/10.5334/uproc.124reponame:O2, repositorio institucional de la UOCinstname:Universitat Oberta de Catalunya (UOC)InglésUbiquity Proceedings, 2024, 4(1)https://doi.org/10.5334/uproc.124CC BYhttp://creativecommons.org/licenses/by/4.0/es/info:eu-repo/semantics/openAccessoai:openaccess.uoc.edu:10609/1522902026-05-28T12:42:01Z
dc.title.none.fl_str_mv Is artificial intelligence an opportunity for inclusive education? A case study in a fully online university
title Is artificial intelligence an opportunity for inclusive education? A case study in a fully online university
spellingShingle Is artificial intelligence an opportunity for inclusive education? A case study in a fully online university
Reyes, Jose Israel
learners with disability
educational technology
inclusive education
online higher education
artificial intelligence
title_short Is artificial intelligence an opportunity for inclusive education? A case study in a fully online university
title_full Is artificial intelligence an opportunity for inclusive education? A case study in a fully online university
title_fullStr Is artificial intelligence an opportunity for inclusive education? A case study in a fully online university
title_full_unstemmed Is artificial intelligence an opportunity for inclusive education? A case study in a fully online university
title_sort Is artificial intelligence an opportunity for inclusive education? A case study in a fully online university
dc.creator.none.fl_str_mv Reyes, Jose Israel
Meneses, Julio
author Reyes, Jose Israel
author_facet Reyes, Jose Israel
Meneses, Julio
author_role author
author2 Meneses, Julio
author2_role author
dc.subject.none.fl_str_mv learners with disability
educational technology
inclusive education
online higher education
artificial intelligence
topic learners with disability
educational technology
inclusive education
online higher education
artificial intelligence
description 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.
publishDate 2024
dc.date.none.fl_str_mv 2024
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10609/152290
https://doi.org/10.5334/uproc.124
url http://hdl.handle.net/10609/152290
https://doi.org/10.5334/uproc.124
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Ubiquity Proceedings, 2024, 4(1)
https://doi.org/10.5334/uproc.124
dc.rights.none.fl_str_mv CC BY
http://creativecommons.org/licenses/by/4.0/es/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv CC BY
http://creativecommons.org/licenses/by/4.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Ubiquity Press
publisher.none.fl_str_mv Ubiquity Press
dc.source.none.fl_str_mv reponame:O2, repositorio institucional de la UOC
instname:Universitat Oberta de Catalunya (UOC)
instname_str Universitat Oberta de Catalunya (UOC)
reponame_str O2, repositorio institucional de la UOC
collection O2, repositorio institucional de la UOC
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