Exploring the Potential of Generative AI for Academic Support in Open and Distance Learning: A Case Study of Learner Experiences.

Saved in:

Bibliographic Details
Title:	Exploring the Potential of Generative AI for Academic Support in Open and Distance Learning: A Case Study of Learner Experiences.
Authors:	Öncü, Sefa Emre¹, Gevher, Merve¹, Erdoğdu, Erdem¹, Koçdar, Serpil¹
Source:	International Review of Research in Open & Distributed Learning. May2026, Vol. 27 Issue 2, p67-82. 16p.
Subject Terms:	Generative artificial intelligence, Academic support programs, Field research, Higher education, Open learning, Online education, *Student engagement, Artificial intelligence in education
Abstract:	This exploratory case study provides an in-depth analysis of the potential of generative artificial intelligence (GenAI) to enhance academic support in open and distance learning (ODL) systems. The study examined learner experiences with a GenAI-based academic support application in an online web publishing course over a semester, focusing on two phases: free use and structured use. Data were collected through semi-structured interviews and dialogue transcripts from 10 distance learners. Findings highlighted both continuity and transformation in learner practices. In both phases, GenAI was valued for time-saving and accurate responses aligned with course materials. Structured tasks in phase 2 encouraged more purposeful engagement, including systematic self-assessment and information verification. Despite technical challenges such as device incompatibility and occasional hallucinations, learners expressed motivation, satisfaction, and a demand for institutional integration. The results, while preliminary, suggest that GenAI-based academic support holds strong potential for broader implementation in large-scale open universities, offering a pathway to balancing quality, access, and cost in addressing the enduring challenges of mass higher education. [ABSTRACT FROM AUTHOR]
	Copyright of International Review of Research in Open & Distributed Learning is the property of Governors of Athabasca University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This exploratory case study provides an in-depth analysis of the potential of generative artificial intelligence (GenAI) to enhance academic support in open and distance learning (ODL) systems. The study examined learner experiences with a GenAI-based academic support application in an online web publishing course over a semester, focusing on two phases: free use and structured use. Data were collected through semi-structured interviews and dialogue transcripts from 10 distance learners. Findings highlighted both continuity and transformation in learner practices. In both phases, GenAI was valued for time-saving and accurate responses aligned with course materials. Structured tasks in phase 2 encouraged more purposeful engagement, including systematic self-assessment and information verification. Despite technical challenges such as device incompatibility and occasional hallucinations, learners expressed motivation, satisfaction, and a demand for institutional integration. The results, while preliminary, suggest that GenAI-based academic support holds strong potential for broader implementation in large-scale open universities, offering a pathway to balancing quality, access, and cost in addressing the enduring challenges of mass higher education. [ABSTRACT FROM AUTHOR]
ISSN:	14923831