Scholarlink

<p>This study investigates the efficacy of artificial intelligence in facilitating networked learning that aids educators in creating inclusive and academically responsible learning environments in Indian English for Specific Purposes (ESP) classrooms. Designed as a qualitative case study, the intervention involves twenty participants from an engineering institute in India, who engaged with AI and chatbots in pairs to learn and build on their content knowledge on sustainable practices in engineering. The theoretical foundation for the study is grounded in Vygotsky’s Zone of Proximal Development (ZPD) model and the theory of Connectivism, both of which were utilised for an in-depth data analysis. This exploration posits that the process of learning involves connecting various information sources and the ability to make connections between and across discourses, concepts, fields and experiences. Therefore, the non-linearity in learning involving human, non-human and technological resources is analysed through the connectivism theory (Siemens, <CitationRef CitationID="CR38">2005a</CitationRef>, <CitationRef CitationID="CR39">b</CitationRef> &amp; Downes, <CitationRef CitationID="CR15">2005a</CitationRef>, <CitationRef CitationID="CR16">b</CitationRef>). The findings of the study discuss the pedagogical implications of incorporating AI and chatbots among tertiary-level learners and examine the ethical and social consequences of accommodating them in the learning assemblage. The results of the study will also enable educators to formulate strategies to include AI in teaching and learning methods through the affordances of connectivism.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

AI-enabled networked learning: A posthuman connectivist approach in an English for specific purposes classroom

  • 期刊论文

  • 发表日期：

    2025年3月31日

查看全文
  • Humaira Mariyam B.,
  • V. K. Karthika

摘要

This study investigates the efficacy of artificial intelligence in facilitating networked learning that aids educators in creating inclusive and academically responsible learning environments in Indian English for Specific Purposes (ESP) classrooms. Designed as a qualitative case study, the intervention involves twenty participants from an engineering institute in India, who engaged with AI and chatbots in pairs to learn and build on their content knowledge on sustainable practices in engineering. The theoretical foundation for the study is grounded in Vygotsky’s Zone of Proximal Development (ZPD) model and the theory of Connectivism, both of which were utilised for an in-depth data analysis. This exploration posits that the process of learning involves connecting various information sources and the ability to make connections between and across discourses, concepts, fields and experiences. Therefore, the non-linearity in learning involving human, non-human and technological resources is analysed through the connectivism theory (Siemens, 2005a, b & Downes, 2005a, b). The findings of the study discuss the pedagogical implications of incorporating AI and chatbots among tertiary-level learners and examine the ethical and social consequences of accommodating them in the learning assemblage. The results of the study will also enable educators to formulate strategies to include AI in teaching and learning methods through the affordances of connectivism.