Enhancing the Online Student Experience Through Creating Learning Communities—The Benefits of Chatbots in Higher Education

Studente, Sylvie; Ellis, Stephen

doi:10.1007/978-981-15-8928-7_3

Cited by 12 publications

(17 citation statements)

References 17 publications

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“…The use of chatbots in higher education is still in its early stages Yang and Evans ( 2019 ). Nevertheless, recent studies have shown their positive impact on students’ academic performance Pérez et al ( 2020 ) and engagement Studente et al ( 2020 ); Abbas et al. ( 2022 ), leading to a growing interest in using this technology in the (possibly virtual) classroom.…”

Section: State Of the Artmentioning

confidence: 99%

“…LISA Dibitonto et al. ( 2018 ) and Differ Studente et al ( 2020 ) facilitate breaking the ice between new students by introducing them to each other. Ranoliya et al Ranoliya et al.…”

Section: State Of the Artmentioning

confidence: 99%

“…This opens the door to the introduction of chatbots , that is, autonomous agents able to communicate and interact with humans (or other chatbots) in a natural way Gong ( 2008 ); Studente et al ( 2020 ), answering question and even posing their own ones to the user, in the classroom; in this limited environment, chatbots can appear as regular users, thus being close to passing a Turing Test Moor ( 2003 ), which gives them certain characteristics that, again, can enhance student engagement. Chatbots implement different Artificial Intelligence techniques, such as natural language processing as well as, in some cases, learning; this is not a requirement, however, and in most cases they are simply applications that have a conversational interface, as opposed to a graphical user interface.…”

Section: Introductionmentioning

confidence: 99%

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Chatbots and messaging platforms in the classroom: An analysis from the teacher’s perspective

et al. 2023

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Messaging platforms are applications, generally mediated by an app, desktop program or the web, mainly used for synchronous communication among users. As such, they have been widely adopted officially by higher education establishments, after little or no study of their impact and perception by the teachers. We think that the introduction of these new tools and the opportunities and challenges they have needs to be studied carefully in order to adopt the model, as well as the tool, that is the most adequate for all parties involved. We already studied the perception of these tools by students, in this paper we examine the teachers’ experiences and perceptions through a survey that we validated with peers, and what they think these tools should make or serve so that it enhances students learning and helps them achieve their learning objectives. The survey has been distributed among tertiary education teachers, both in universitary and other kind of tertiary establishments, based in Spain (mainly) and Spanish-speaking countries. We have focused on collecting teachers’ preferences and opinions on the introduction of messaging platforms in their day-to-day work, as well as other services attached to them, such as chatbots. What we intend with this survey is to understand their needs and to gather information about the various educational use cases where these tools could be valuable. In addition, an analysis of how and when teachers’ opinions towards the use of these tools varies across gender, experience, and their discipline of specialization is presented. The key findings of this study highlight the factors that can contribute to the advancement of the adoption of messaging platforms and chatbots in higher education institutions to achieve the desired learning outcomes.

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Section: State Of the Artmentioning

confidence: 99%

“…LISA Dibitonto et al. ( 2018 ) and Differ Studente et al ( 2020 ) facilitate breaking the ice between new students by introducing them to each other. Ranoliya et al Ranoliya et al.…”

Section: State Of the Artmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Chatbots and messaging platforms in the classroom: An analysis from the teacher’s perspective

et al. 2023

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“…Finally, Table 1 summarizes the latest paper in the literature, highlighting the purpose, task, and techniques employed, and the limitations of the state-ofthe-art approaches. This includes articles from [7,14,16,21,23,29,32,33].…”

Section: Chatbots In Higher Educationmentioning

confidence: 99%

Improving learning experiences in software engineering capstone courses using artificial intelligence virtual assistants

Gonzalez

Neyem

Contreras‐McKay

et al. 2022

Comp Applic In Engineering

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Students of Software Engineering Capstone Courses face situations and challenges that grant them valuable experiences. However, as this knowledge is acquired through real-life exposure, it is difficult to transmit it across different generations. To deal with this problem, it has been proposed that students record their learnings through a lesson learned model. But the question of how future students can best benefit from these records remains unanswered. This study addresses this problem through the use of Artificial Intelligence (AI) Virtual Assistant combined with a recommender system. Artificial Intelligence Virtual Assistants, as conversational chatbots, are a manifestation of AI via the simulation of conversation with human users. The technology has the potential to provide personalized service to a range of stakeholders. Thus, we seek to move this trend forward by now pushing these capabilities into the field of higher education. Consequently, we aim to assist software engineering students by leveraging collective knowledge to enhance learning experiences.

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“…In this approach, learning is conceptualized as a participatory and social process in which a series of multistranded interpersonal transactions mediate knowledge exchange and construction (Engestrom, 1993). Online learning communities provide a learning atmosphere and a supportive system for collaborative dialogue and knowledge building by acquiring, generating, analyzing and structuring information (Carlen & Jobring, 2005; Studente, 2021, p. 273). It is important for us to understand and characterize OLCs so that we may respond and foster these communities effectively.…”

Section: Introductionmentioning

confidence: 99%

Mining Large Open Online Learning Networks: Exploring Community Dynamics and Communities of Performance

Xing

2022

Journal of Educational Computing Research

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Online learning communities are becoming increasingly popular as they are known to support collaborative dialogue and knowledge building. Previous studies have typically focused on small, closed learning communities from an individual, static, and aggregated perspective. This research aims to advance our understanding of open and large online learning networks by exploring and characterizing community level dynamics and communities of performance. To achieve this goal, we mined a large open online learning network of over 30,000 students and approximately one million posts. First, we analyzed overall community network development by building temporal social networks. Subsequently, we studied sub-community dynamics using community detection algorithms, and, following that, investigated the interaction between community dynamics and communities of performance using best colleague correlation and Kruskal-Wallis test. Results found that large open online learning communities begin with a very large network having numerous small sub-communities. These communities consist of students who are similar in performance with strong links. The overall network size gradually shrinks, as does the number of sub-communities, and these communities evolve over time for their membership formulation with students who are more different in performance with weaker ties. Theoretical, practical, and methodological implications are then discussed. This study pushed the online learning community research to examine large and open networks by taking a more community-based and dynamic view of investigation.

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Enhancing the Online Student Experience Through Creating Learning Communities—The Benefits of Chatbots in Higher Education

Cited by 12 publications

References 17 publications

Chatbots and messaging platforms in the classroom: An analysis from the teacher’s perspective

Chatbots and messaging platforms in the classroom: An analysis from the teacher’s perspective

Improving learning experiences in software engineering capstone courses using artificial intelligence virtual assistants

Mining Large Open Online Learning Networks: Exploring Community Dynamics and Communities of Performance

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