Exploring the Role of ChatGPT as a Facilitator for Motivating Self-Directed Learning among Adult Learners
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| Title: | Exploring the Role of ChatGPT as a Facilitator for Motivating Self-Directed Learning among Adult Learners |
|---|---|
| Language: | English |
| Authors: | Xi Lin (ORCID |
| Source: | Adult Learning. 2024 35(3):156-166. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Adult Education |
| Descriptors: | Artificial Intelligence, Natural Language Processing, Technology Uses in Education, Student Motivation, Independent Study, Adult Students, Facilitators (Individuals), Asynchronous Communication, Online Courses, Barriers, Technology Integration, Teaching Methods, Tutors |
| DOI: | 10.1177/10451595231184928 |
| ISSN: | 1045-1595 2162-4070 |
| Abstract: | This study explores the potential of ChatGPT as a virtual tutor to facilitate self-directed learning (SDL) among adult learners in asynchronous online contexts. Although SDL has been identified as a critical skill, factors such as the lack of skills to find resources and the absence of a supportive learning environment could impede adult learners' ability to engage in SDL. By harnessing the power of AI, ChatGPT can assist adult learners in setting learning goals, locating available resources, designing personalized learning plans, monitoring their performance, and reflecting on their learning experiences, ultimately leading to the effective completion of SDL. This study also discusses several existing limitations and challenges, including the need for instructors to provide guidance on creating prompts to use ChatGPT effectively, the possibility of learners becoming reliant on ChatGPT, the significance of institutions to provide policies of proper use of ChatGPT, and the necessary for AI developers to continuously improve the algorithms and data used by the system to minimize the likelihood of providing incorrect and irrelevant information. Additionally, some questions are raised regarding the balance between the use of ChatGPT and engagement with human instructors to ensure optimal learning outcomes. This study aims to enlighten adult educators and practitioners towards the integration of ChatGPT in asynchronous online learning to facilitate adult learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1432287 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHKBznYjLbIFjFDIBY2IynZAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDLo6Ai2_qZdYpB6xeAIBEICBm7THPQLGarzR24h_et9yCobZaHSo0A2FDZNgbEyaFgpcGP-u0A9KKPqWlITA6tp2-Rzz-mIp_Oua2gnvha9p5-SApD7l4QmVWqcbyvyEGCGhCS8-VbQ4DSsDMlFO79Jw3zvIo7nrsCN9dQ15vLzlHslRFIFw04YDpUbVMSCdLtUepja0iepuOJAAtpypNe9cPn8LrClarWMKHoeH Text: Availability: 1 Value: <anid>AN0178583805;adl01aug.24;2024Jul25.01:23;v2.2.500</anid> <title id="AN0178583805-1">Exploring the Role of ChatGPT as a Facilitator for Motivating Self-Directed Learning Among Adult Learners </title> <p>This study explores the potential of ChatGPT as a virtual tutor to facilitate self-directed learning (SDL) among adult learners in asynchronous online contexts. Although SDL has been identified as a critical skill, factors such as the lack of skills to find resources and the absence of a supportive learning environment could impede adult learners' ability to engage in SDL. By harnessing the power of AI, ChatGPT can assist adult learners in setting learning goals, locating available resources, designing personalized learning plans, monitoring their performance, and reflecting on their learning experiences, ultimately leading to the effective completion of SDL. This study also discusses several existing limitations and challenges, including the need for instructors to provide guidance on creating prompts to use ChatGPT effectively, the possibility of learners becoming reliant on ChatGPT, the significance of institutions to provide policies of proper use of ChatGPT, and the necessary for AI developers to continuously improve the algorithms and data used by the system to minimize the likelihood of providing incorrect and irrelevant information. Additionally, some questions are raised regarding the balance between the use of ChatGPT and engagement with human instructors to ensure optimal learning outcomes. This study aims to enlighten adult educators and practitioners towards the integration of ChatGPT in asynchronous online learning to facilitate adult learning.</p> <p>Keywords: ChatGPT; Artificial Intelligence (AI); chatbots; adult learner; self-directed learning</p> <p>"Institutions may collaborate with AI developers to create protocols, thus protecting sensitive information."</p> <p>With the rapid development of technology, especially the emergence and advancement of Artificial Intelligence (AI), numerous ways are found to benefit adult learners via applying these technological advancements. With many adult learners taking online courses, particularly asynchronous online courses that require a high level of self-directed learning (SDL), the use of AI tools could facilitate adult learners' overall learning experiences. One particular AI tool that has been gaining popularity in recent years is chatbots, which are computer programs designed to simulate human conversation. Among the various types of chatbots available, the most recent ChatGPT stands out as a highly advanced chatbot that utilizes state-of-the-art AI and natural language processing (NLP) technologies. Therefore, with an unstoppable force of involving ChatGPT in different technology tools, such as Microsoft has integrated ChatGPT into Teams ([<reflink idref="bib31" id="ref1">31</reflink>]), the present study discusses how ChatGPT could facilitate adult learning as well as enhance their SDL. By examining the potential utilization of ChatGPT, we can better understand how the AI system can be used to improve the learning experiences of adult learners particularly in the asynchronous online context.</p> <hd id="AN0178583805-2">Self-Directed Learning (SDL) Conceptual Framework</hd> <p>According to [<reflink idref="bib23" id="ref2">23</reflink>], SDL is a significant concept in adult education. SDL refers to a process where individuals take the lead in identifying their learning needs, formulating goals, finding resources, selecting appropriate learning strategies, and evaluating outcomes, either with or without assistance from others. [<reflink idref="bib23" id="ref3">23</reflink>] also noted that SDL learners tend to approach learning with greater purpose and motivation and retain what they learn better and longer than reactive learners. Additionally, SDL is considered a natural process in individuals' psychological development, and learners who adopt SDL skills tend to experience less anxiety, frustration, and failure during the learning process. ([<reflink idref="bib23" id="ref4">23</reflink>]).</p> <p>Based on the features of SDL, [<reflink idref="bib22" id="ref5">22</reflink>] developed an SDL conceptual framework that consists of five main aspects of the SDL process (see Figure 1). The first task is establishing learning goals, which involves learners setting desired outcomes for their learning experience, such as achieving high scores, mastering learning content, or gaining knowledge relevant to their career goals. The second task is locating and access resources. This dimension requires learners to identify and use various materials (e.g., textbooks, online resources) to achieve their learning goals. The third task is adopting and executing learning activities, meaning that learners create a specific plan of action, such as managing study time effectively and seeking feedback from peers and instructors, that aligns with their established learning objectives along with using available resources. The fourth dimension is monitoring and evaluating performance, which involves learners tracking and measuring their learning performance against their learning goals. This process allows learners to adjust their learning activities and goals to improve their performance. The final task is reassessing learning strategies that refers to learners reflecting on their completed learning activities to identity areas for improvement. Similar to the fourth task, this aspect can lead to the adjustments of their learning actions to enhance learning outcomes, thus to meet their learning objectives, as well as leading to their continued participation in learning environments.</p> <p>Graph: Figure 1.SDL conceptual framework ([<reflink idref="bib22" id="ref6">22</reflink>] , p. 151, p. 151).</p> <hd id="AN0178583805-3">SDL in Asynchronous Online Learning Context</hd> <p>Online education, particularly asynchronous online learning, has become increasingly popular due to its wide availability, technological advancements, and cost-effectiveness, providing adult learners with greater access, flexibility, and convenience ([<reflink idref="bib3" id="ref7">3</reflink>]). According to [<reflink idref="bib2" id="ref8">2</reflink>], the majority of online students enrolled in fully asynchronous online courses are usually adults. One reason is that asynchronous online learning allows these learners to access course materials and resources anytime and anywhere with an internet connection, giving them the freedom to manage their learning and work at their own pace while being able to keep committed to their job and family responsivities ([<reflink idref="bib15" id="ref9">15</reflink>]).</p> <p>Compared to taking synchronous online courses or in traditional classrooms, learners are required to own a high level of SDL when studying asynchronous online courses due to the absence of real-time support and interaction from their instructors and peers ([<reflink idref="bib11" id="ref10">11</reflink>]). Specifically, they are required to well manage their time and make responsive learning plans based on their learning goals ([<reflink idref="bib38" id="ref11">38</reflink>]), which is key for asynchronous online learning. Second, these learners should be able to take advantage of the internet by searching a wide range of resources and learning materials to support their learning ([<reflink idref="bib25" id="ref12">25</reflink>]). Engaging in self-directed learning and exploring topics extensively would enhance learners' learning experience, foster self-reflection and critical thinking skills, as well as developing the ability to identify areas for further development ([<reflink idref="bib22" id="ref13">22</reflink>]). Asynchronous online learning environments are typically conducive to self-directed learning because learners can freely to manage their time effectively and monitor their progress. Therefore, successful learners in such environments are considered self-directed learners who are highly motivated and engaged in their learning journey. ([<reflink idref="bib23" id="ref14">23</reflink>]).</p> <p>However, not every adult learner owns a high level of SDL as challenges exist to hinder the development of their SDL. One major barrier relates to the adult learners' limited skills of seeking available resources for learning, such as interactive and multimedia materials. For instance, through systematic reviewing previous literature, Mehmet [<reflink idref="bib20" id="ref15">20</reflink>] indicated that adult learners usually find it difficult to search for and access available information due to their insufficient technical skills and interaction on the internet. Another critical barrier is the absence of supportive learning environments, especially in asynchronous online learning environments. It is stated that adult learners usually suffer from insufficient interaction with their instructors and peers, who would contribute to the satisfaction and success in adult learners' online learning ([<reflink idref="bib20" id="ref16">20</reflink>]). Previous studies concluded that lack of sufficient feedback ([<reflink idref="bib32" id="ref17">32</reflink>]), fail to provide timely response and assistance ([<reflink idref="bib8" id="ref18">8</reflink>]; [<reflink idref="bib9" id="ref19">9</reflink>]), and the limited synchondroses communication ([<reflink idref="bib18" id="ref20">18</reflink>]) are usually the main challenges leads to the absence of supportive learning environments. Furthermore, the lack of such supportive learning environment may result in undesired learning experience and outcomes, such passive and surface learning, leading to online course dropout ([<reflink idref="bib26" id="ref21">26</reflink>]).</p> <p>Therefore, it is significant to address these challenges to enhance adult learners' SDL in asynchronous online learning context. Virtual mentoring using AI has been suggested as a solution to support student learning ([<reflink idref="bib4" id="ref22">4</reflink>]). A review ([<reflink idref="bib17" id="ref23">17</reflink>]) of AI tutoring systems showed that this system has been in use since 1997 and have played a crucial role in online learning. More specifically, with the advancement of AI algorithms, AI tutoring systems have improved learner-system interactions to promote personalized, adaptive, and collaborative learning. [<reflink idref="bib35" id="ref24">35</reflink>] also found that AI coaching tools have the potential to help learners effectively use SDL strategies and detect when they need assistance.</p> <hd id="AN0178583805-4">Chatbots and its Use in Education</hd> <p>One typical example of AI system is chatbot, which is also called "smart bots, interactive agents, digital assistants, or artificial conversation entities" ([<reflink idref="bib1" id="ref25">1</reflink>], p. 373). It is a computer program designed to simulate human conversation through text or voice-based interfaces using NLP ([<reflink idref="bib21" id="ref26">21</reflink>]). This AI system can interpret users' input and provide responses in a human conversation manner. In recent years, the use of chatbots has been applied in various fields including education. For example, [<reflink idref="bib6" id="ref27">6</reflink>] proposed a prototype of chatbot in two university courses in computer sciences to explore whether the chatbot can detect students' questions and offer the best solutions. Their experiment showed that the chatbot is easy to use and would provide satisfying assistance to facilitate student learning. More recently, Huang and colleagues (2021) conducted a systematic review on 25 empirical studies identifying whether chatbot would support language learning. Their findings indicated that chatbot can help increase students' willingness to communicate in a specific language because one of its unique functions is to keep a conversation going ([<reflink idref="bib12" id="ref28">12</reflink>]). Second, the characteristics (i.e., timeliness, personalization, and ease of use) of the chatbot could promote students' communication a target language. That is, students could receive personalized language learning materials based on their previous interaction with the chatbot, whether from its embedded data storage or from the internet. Meanwhile, the chatbot can "fill the role of a tireless learning companion who can be contacted for domain-specific conversation in any accessible device" ([<reflink idref="bib16" id="ref29">16</reflink>], p. 253). Based on [<reflink idref="bib30" id="ref30">30</reflink>] three types of interactions, the use of chatbot could promote all three interactions. Specifically, the chatbot can be access as "a knowledgeable friend (i.e., student–student interaction)," it can offer suggestions as "a virtual tutor (i.e., student-teacher interaction)," and finally it can provide personalized learning materials to students (i.e., student-content interaction) all in a timely manner ([<reflink idref="bib16" id="ref31">16</reflink>], p. 253). Accordingly, chatbots could offer multiple advantages to support student learning, including providing feedback to students, offer personalized learning experiences, and provide assistance with common queries and questions.</p> <p>Therefore, these features of chatbots prove that this AI system has the potential to be used as a useful tool to promote SDL for adult learners. To be specific, chatbots could provide personalized feedback and guidance based on previous learning conversations and performance with learners, and it could provide learners with access to learning resources, such as online tutorials and videos as a supplement for their learning. One example is the Duolingo language learning app that uses a chatbot to provide learners with conversational practice and feedback, along with multimedia resources to support language learning. Therefore, chatbots have the potential to transform the way that adults learn by providing personalized, immediate, and interactive feedback and guidance.</p> <hd id="AN0178583805-5">ChatGPT as a Useful Tool for Learning</hd> <p>One most recent chatbot developed by OpenAI (https://openai.com) is called ChatGPT. It is an AI-powered chatbot uses the GPT-3 language model, which has 175 billion parameters ([<reflink idref="bib10" id="ref32">10</reflink>]), to understand and respond to natural language input. Its word-driven dialogue system can assist with cross-domain problem-solving and generating content to answer user inquiries ([<reflink idref="bib27" id="ref33">27</reflink>]). Since its launch, the platform has attracted over one million users within a week ([<reflink idref="bib14" id="ref34">14</reflink>]), leading to a debate among educators regarding its impact on the teaching profession and student learning outcomes. For instance, some scholars ([<reflink idref="bib34" id="ref35">34</reflink>]; [<reflink idref="bib37" id="ref36">37</reflink>]) believed that ChatGPT could potentially promote students' independent learning practices as it could help with designing customized learning plans. While some ([<reflink idref="bib24" id="ref37">24</reflink>]; [<reflink idref="bib7" id="ref38">7</reflink>]) argues that ChatGPT would make traditional online exams outdated and causes concern about the future automation of the teaching profession.</p> <p>Although with different perspectives, ChatGPT, as a newly developed chatbot, offers various benefits for learners, including providing immediate feedback and guidance, helping to personalize learning experiences, and assisting with complex problem-solving. Additionally, ChatGPT can be available 24/7, making it an accessible resource especially for adult learners learning in an asynchronous online learning context, thus encouraging their SDL. Specifically, adult learners could ask ChatGPT questions related to their learning goals and receive immediate feedback and suggestions. ChatGPT could also locate relevant learning resources including articles, videos, and online tutorials based on learners' needs. Moreover, ChatGPT can track learners' progress and provide recommendations for further learning opportunities. Based on Kim and colleagues' (2014) SDL conceptual framework, below is an example showing how adult learners could utilize ChatGPT as a virtual tutor to facilitate their learning, thus developing SDL.</p> <hd id="AN0178583805-6">Using ChatGPT to Support Adult Learners' SDL</hd> <p>Suppose an adult learner, Sarah, is participating in a 1-week session of an asynchronous online course discussing team-based learning. ChatGPT would support her SDL across the five steps.</p> <hd id="AN0178583805-7">Establishing learning goals</hd> <p>One key aspect of SDL is goal setting, which helps adult learners to identify their learning objectives and to stay focused on achieving them ([<reflink idref="bib22" id="ref39">22</reflink>]). Generally, educators should encourage adult learners to set specific, measurable, achievable, relevant, and time-bound goals (SMART) to facilitate effective goal-setting ([<reflink idref="bib5" id="ref40">5</reflink>]). However, in asynchronous online learning environments, adult learners may not receive real-time support and guidance from instructors, thus hindering their goal-setting efforts. To address this challenge, ChatGPT could play a valuable role as a tireless virtual tutor who can help adult learners set specific learning goals and design personalized learning plans if adult learners interact with ChatGPT through a chat interface. Specifically, after collecting information from Sarah such as her interests in team-based learning, her motivation for learning this topic along with her current relevant knowledge, and her expected learning outcomes, ChatGPT will identify the main areas of team-based learning related to her needs such as the importance of peer learning (specific goals). ChatGPT can meanwhile recommend assessment methods to help Sarah track her learning progress, including generating quizzes related to practical elements of team-based learning or asking Sarah to write reflection papers on her perspectives toward peer learning (measurable goals). ChatGPT can furthermore break down the broader objectives into smaller tasks (achievable goals), offering a step-by-step learning path. For example, Sarah may receive guidance such as "Assignment for the first 2 days of the session week: study articles and watch videos on team-based learning including its principles and practical elements; assignment for the following day: attend a workshop or webinar discussing effective learning communities; assignment for the next 2 days: engage in role-playing exercises to practice team-based learning in different learning environments (e.g., online vs. face-to-face) and compare the differences." Meanwhile, ChatGPT can help Sarah relate her learning goals to her personal and professional context, such as developing a peer mentoring program to enhance individual skills within the team (relevant goals). Along with this line, ChatGPT can assist Sarah to create a realistic timeline for her learning plan, suggesting a length for studying this topic (time-bound goals).</p> <hd id="AN0178583805-8">Locating and Accessing Resources</hd> <p>Locating and accessing resources is another important aspect of SDL, as learners are expected to proactively identify opportunities and resources for their own learning. However, some adult learners may struggle with finding available resources, including interactive and multimedia materials ([<reflink idref="bib20" id="ref41">20</reflink>]). To address this challenge, ChatGPT could provide external and relevant resources based on their personalized learning plans in addition to the materials provided by their instructors. For instance, by sharing her personalized learning plan with ChatGPT, it can recommend a variety of online articles, videos, and multimedia resources that align with Sarah's learning objectives. ChatGPT can also suggest relevant books, journals, publications, blogs, and social media groups related to team-based learning for Sarah to explore, facilitating peer learning and the exchange of ideas.</p> <hd id="AN0178583805-9">Adopting and Executing Learning Activities</hd> <p>The third SDL dimension requires learners to develop a specific plan of action that aligns with their established goals and available resources. To facilitate the completion of this task, ChatGPT could assist adult learners in designing their learning plans and activities by providing personalized recommendations based on their learning goals and learning styles if learners input related information with ChatGPT. In other words, Sarah could inform ChatGPT about her preferred learning style and her available time for learning. Based on this information, ChatGPT can create a tailored plan, including time-management techniques (e.g., spaced repetition, active recall) to help Sarah stay on track with her learning activities. It could also provide learning strategies based on her preferred learning styles. If Sarah identifies herself as a visual learner, ChatGPT may mainly provide multimedia or graphs. Otherwise, ChatGPT may provide podcasts if Sarah is an auditory learner, articles or reports if she considers herself a reading/writing learner, and hands-on activities (e.g., role-playing) if she is a kinesthetic learner. Moreover, ChatGPT can recommend relevant online workshops that are available to supplement Sarah's learning toward team-based learning.</p> <hd id="AN0178583805-10">Monitoring and Evaluating Performance</hd> <p>This dimension is another key for self-directed learners to make necessary adjustments and achieve their learning goals. In asynchronous online learning environments, it is challenging to receive real-time feedback from instructors and peers regarding one's learning performance. However, ChatGPT could act as a knowledgeable friend and virtual tutor ([<reflink idref="bib16" id="ref42">16</reflink>]) by providing general suggestions and feedback on adult learners' learning progress, including areas for improvement immediately and 24/7. Hence, as Sarah progresses through her learning journey, she interacts with ChatGPT to discuss her understanding of team-based learning. ChatGPT then analyzes these interactions and provides general suggestions and feedback on her learning progress. It can also offer personalized feedback based on her learning goals and style, promoting a more effective learning experience. Furthermore, ChatGPT can provide data on Sarah's progress and areas of improvement to her instructor, who can then use this information to provide targeted feedback and support. By providing Sarah with timely and constructive feedback, which can meanwhile be sent to the instructor for detailed and targeted feedback, ChatGPT can help both Sarah and her instructor monitor and evaluate her performance, thus making necessary adjustments to achieve her learning goals.</p> <hd id="AN0178583805-11">Reassessing Learning Strategies Progress</hd> <p>The last task is critical to the effective completion of the SDL through self-reflection and re-examining learners' activities to improve their learning experience. While sharing the learning content through interactive communication with the AI system, Sarah could use ChatGPT to generate various self-assessment tools (e.g., quizzes) to evaluate her learning progress and identify areas of strengths and weaknesses. Based on the results of these self-assessment tools, ChatGPT could offer personalized recommendations to help Sarah adjust her learning strategies and set new learning goals. Furthermore, ChatGPT could provide Sarah with prompts to encourage self-reflection and help her develop metacognitive skills. For example, ChatGPT can ask questions such as "What did you learn about team-based learning today?" or "How can you apply the skills of team-based learning that you have learned in real-life situations?" This way, Sarah would learn how to think about her learning experiences in a meaningful and constructive way.</p> <p>In sum, by leveraging ChatGPT in these five steps, Sarah can effectively pursue her learning goals in team-based learning while engaging SDL. This approach allows her to stay focused, motivated, and engaged throughout the learning process, even in the absence of real-time support and guidance from her instructor.</p> <hd id="AN0178583805-12">Limitations and Challenges</hd> <p>SDL has been identified as a critical skill for adult learners in the asynchronous online context. However, factors can impede their ability to engage in SDL, including the lack of skills to locate available learning resources and the absence of a supportive learning environment due to the difficulty in receiving real-time support and guidance from instructors and peers. Nonetheless, ChatGPT has the potential of serving as a valuable virtual tutor, providing personalized suggestions and feedback. By leveraging the power of AI, ChatGPT could assist adult learners in setting specific learning goals, locating a variety of available resources, designing personalized learning plans and activities, monitoring their performance, and reflecting on their learning experiences. Therefore, integrating ChatGPT into the asynchronous online learning process could aid adult learners in staying focused and motivated, thereby promoting SDL and achieving their learning goals.</p> <p>While ChatGPT could be used as an effective tool to support adult learning, limitations exist that should be considered. First, instructors should provide guidance on how to create prompts to use ChatGPT efficiently. In other words, while ChatGPT can provide personalized recommendations for adult learners, it is important to note that the quality of the recommendations depends heavily on the information that learners input. Therefore, instructors should provide detailed guidance on how to create prompts that are specific and relevant to the course objectives, so that ChatGPT can provide appropriate resources and feedback. Otherwise, ineffective use of ChatGPT may lead to a suboptimal learning experience. It is also possible that adult learners may solely depend on using ChatGPT, resulting in a lack of critical thinking about the various materials provided by this tool. Although ChatGPT can provide personalized recommendations for adult learners, some suggestions are generated based on the algorithm and data available to the system. Hence, there is a possibility that ChatGPT may provide incorrect or irrelevant resources, leading to learners' confusion and misunderstandings. Furthermore, learners' over-reliance on ChatGPT would lead to reduced interaction with instructors and peers, diminishing the value of collaborative learning experiences, especially in asynchronous online learning context.</p> <p>Therefore, there are certain stopgaps to ensure the proper use of ChatGPT. For instance, institutions should monitor and evaluate the integration of ChatGPT into their programs to ensure its complements not replacement of traditional learning resources. Relevant training and support should be offered for both instructors and learners on how to effectively use ChatGPT as a supplementary tool. Meanwhile, adult learners should be encouraged to develop critical thinking skills and verify the information provided by ChatGPT. Learners should also be aware of their reliance on this tool and ensure they engage in regular communication with their instructors and peers to foster a well-rounded learning experience. Additionally, developers of AI technologies should continuously improve the algorithms and data used by the system to minimize the likelihood of providing incorrect and irrelevant information, including regular updates, incorporating user feedback, and refining the AI's ability to understand and respond to complex questions.</p> <p>Besides, other potential challenges may occur when using ChatGPT to motivate SDL among adult learners. First, ensuring the privacy and security of users' data is significant. Institutions may collaborate with AI developers to create protocols, thus protecting sensitive information. Learners should meanwhile be informed about strategies for safeguarding their personal information when interacting with ChatGPT. Second, using ChatGPT may exacerbate existing inequalities among adult learners with different levels of access to technology and digital literacy. In order to solve this issue, institutions should ensure equitable access to resources (e.g., internet, devices). Digital training should also be provided to support learners to use ChatGPT effectively. Furthermore, promoting the ethical use of ChatGPT is crucial for preventing misuses, such as cheating and plagiarism. Institutions should develop relevant policies in terms of the proper use of ChatGPT, as well as outlining consequences for violations. Meanwhile, learners should be educated on the importance of academic integrity and the ethical use of AI tools during their learning process. By addressing these challenges, ChatGPT can be used more effectively to promote adult learners' SDL, along with enhancing their learning experience while minimizing potential risks.</p> <hd id="AN0178583805-13">Questions for Future Thinking</hd> <p>Lastly, some critical questions may arise that need us to think of: Will the use of ChatGPT reduce the interaction between human instructors and adult learners in an asynchronous online learning environment? Can ChatGPT provide the same level of engagement and social interaction as human instructors in online learning environments? What are the limitations of ChatGPT in comparison to human instructors in terms of providing personalized feedback and support to adult learners? To what extent can ChatGPT replace human instructors in facilitating SDL among adult learners in asynchronous online contexts? Will adult learners not need human instructors during their learning process in the future?</p> <p>Those questions may not have clear solutions because it is difficult to predict the extent to which AI systems will develop, such as the most recent development of the large multimodal GPT-4, which could demonstrate performance comparable to that of humans on a range of professional and academic benchmarks ([<reflink idref="bib36" id="ref43">36</reflink>]). However, this study provides some possible answers with the author's own positionality. That is, although ChatGPT has the potential to be used as a valuable tool for supporting adult learning, it cannot fully replace the role of human instructors. It is believed that human instructors can provide a level of personalized feedback and emotional support that is not possible with the current developed AI systems ([<reflink idref="bib33" id="ref44">33</reflink>]). Additionally, while AI has made significant progress in recent years and is becoming more similar to human intelligence, what sets humans apart is our ability to use logic, reasoning, comprehension, learning, and experience to apply acquired knowledge ([<reflink idref="bib19" id="ref45">19</reflink>]). Therefore, human instructors can integrate these unique human abilities to foster learners' high-order thinking and establish a sense of community and engagement through the creation and implementation of diverse real-life assignments and course activities ([<reflink idref="bib26" id="ref46">26</reflink>]; [<reflink idref="bib28" id="ref47">28</reflink>], [<reflink idref="bib29" id="ref48">29</reflink>]; [<reflink idref="bib27" id="ref49">27</reflink>]), which AI systems are unable to accomplish. As a result, if adult learners solely rely on ChatGPT for learning, it may lead to a lack of critical thinking, social interaction, and community building. Meanwhile, they may not receive targeted guidance and emotional support from the instructor to fully achieve their learning objectives. Therefore, it is important to strike a balance between the use of ChatGPT and engagement with human instructors to ensure optimal learning outcomes.</p> <hd id="AN0178583805-14">ORCID</hd> <p>Xi Lin https://orcid.org/0000-0003-2387-4117</p> <ref id="AN0178583805-15"> <title> References </title> <blist> <bibl id="bib1" idref="ref25" type="bt">1</bibl> <bibtext> Adamopoulou E., Moussiades L. (2020). An overview of chatbot technology. Artificial Intelligence Applications and Innovations: 16th IFIP WG 12.5 International Conference, AIAI 2020, Neos Marmaras, Greece, June 5–7, 2020, Proceedings, Part II. NY, USA. Springer International Publishing. (16, pp. 373–383).</bibtext> </blist> <blist> <bibl id="bib2" idref="ref8" type="bt">2</bibl> <bibtext> Anthony D., Thomas M. (2020). Asynchronous learning or live lessons? Which one works better for me? 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Educational Technology Research and Development, 68(5), 2073–2093. https://doi.org/10.1007/s11423-020-09747-8</bibtext> </blist> </ref> <ref id="AN0178583805-16"> <title> Footnotes </title> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> </ref> <aug> <p>By Xi Lin</p> <p>Reported by Author</p> <p></p> <p>Xi Lin is an associate professor in the Department of Interdisciplinary Professions at East Carolina University. Her research focuses on student engagement and interaction in online and distance learning and international students and faculty in the US higher education. More information about her can be found at <ulink href="http://whoisxilin.weebly.com/">http://whoisxilin.weebly.com/</ulink></p> </aug> <nolink nlid="nl1" bibid="bib31" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib23" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib22" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib15" firstref="ref9"></nolink> <nolink nlid="nl5" bibid="bib11" firstref="ref10"></nolink> <nolink nlid="nl6" bibid="bib38" firstref="ref11"></nolink> <nolink nlid="nl7" bibid="bib25" firstref="ref12"></nolink> <nolink nlid="nl8" bibid="bib20" firstref="ref15"></nolink> <nolink nlid="nl9" bibid="bib32" firstref="ref17"></nolink> <nolink nlid="nl10" bibid="bib18" firstref="ref20"></nolink> <nolink nlid="nl11" bibid="bib26" firstref="ref21"></nolink> <nolink nlid="nl12" bibid="bib17" firstref="ref23"></nolink> <nolink nlid="nl13" bibid="bib35" firstref="ref24"></nolink> <nolink nlid="nl14" bibid="bib21" firstref="ref26"></nolink> <nolink nlid="nl15" bibid="bib12" firstref="ref28"></nolink> <nolink nlid="nl16" bibid="bib16" firstref="ref29"></nolink> <nolink nlid="nl17" bibid="bib30" firstref="ref30"></nolink> <nolink nlid="nl18" bibid="bib10" firstref="ref32"></nolink> <nolink nlid="nl19" bibid="bib27" firstref="ref33"></nolink> <nolink nlid="nl20" bibid="bib14" firstref="ref34"></nolink> <nolink nlid="nl21" bibid="bib34" firstref="ref35"></nolink> <nolink nlid="nl22" bibid="bib37" firstref="ref36"></nolink> <nolink nlid="nl23" bibid="bib24" firstref="ref37"></nolink> <nolink nlid="nl24" bibid="bib36" firstref="ref43"></nolink> <nolink nlid="nl25" bibid="bib33" firstref="ref44"></nolink> <nolink nlid="nl26" bibid="bib19" firstref="ref45"></nolink> <nolink nlid="nl27" bibid="bib28" firstref="ref47"></nolink> <nolink nlid="nl28" bibid="bib29" firstref="ref48"></nolink> |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the Role of ChatGPT as a Facilitator for Motivating Self-Directed Learning among Adult Learners – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Xi+Lin%22">Xi Lin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2387-4117">0000-0003-2387-4117</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Adult+Learning%22"><i>Adult Learning</i></searchLink>. 2024 35(3):156-166. – Name: Avail Label: Availability Group: Avail Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 11 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Natural+Language+Processing%22">Natural Language Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Students%22">Adult Students</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitators+%28Individuals%29%22">Facilitators (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Asynchronous+Communication%22">Asynchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1177/10451595231184928 – Name: ISSN Label: ISSN Group: ISSN Data: 1045-1595<br />2162-4070 – Name: Abstract Label: Abstract Group: Ab Data: This study explores the potential of ChatGPT as a virtual tutor to facilitate self-directed learning (SDL) among adult learners in asynchronous online contexts. Although SDL has been identified as a critical skill, factors such as the lack of skills to find resources and the absence of a supportive learning environment could impede adult learners' ability to engage in SDL. By harnessing the power of AI, ChatGPT can assist adult learners in setting learning goals, locating available resources, designing personalized learning plans, monitoring their performance, and reflecting on their learning experiences, ultimately leading to the effective completion of SDL. This study also discusses several existing limitations and challenges, including the need for instructors to provide guidance on creating prompts to use ChatGPT effectively, the possibility of learners becoming reliant on ChatGPT, the significance of institutions to provide policies of proper use of ChatGPT, and the necessary for AI developers to continuously improve the algorithms and data used by the system to minimize the likelihood of providing incorrect and irrelevant information. Additionally, some questions are raised regarding the balance between the use of ChatGPT and engagement with human instructors to ensure optimal learning outcomes. This study aims to enlighten adult educators and practitioners towards the integration of ChatGPT in asynchronous online learning to facilitate adult learning. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1432287 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/10451595231184928 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 156 Subjects: – SubjectFull: Artificial Intelligence Type: general – SubjectFull: Natural Language Processing Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Student Motivation Type: general – SubjectFull: Independent Study Type: general – SubjectFull: Adult Students Type: general – SubjectFull: Facilitators (Individuals) Type: general – SubjectFull: Asynchronous Communication Type: general – SubjectFull: Online Courses Type: general – SubjectFull: Barriers Type: general – SubjectFull: Technology Integration Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Tutors Type: general Titles: – TitleFull: Exploring the Role of ChatGPT as a Facilitator for Motivating Self-Directed Learning among Adult Learners Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Xi Lin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1045-1595 – Type: issn-electronic Value: 2162-4070 Numbering: – Type: volume Value: 35 – Type: issue Value: 3 Titles: – TitleFull: Adult Learning Type: main |
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