هیبریدموک و آینده یادگیری در عصر هوش مصنوعی: تحلیل و شناسایی اجزای زیست بوم یادگیری دانشجویان

Hybrid MOOCs, as a blended educational technology, provide a suitable platform for the application of artificial intelligence in higher education. This study was conducted with the aim of identifying the components of the students’ learning ecology in Hybrid MOOCs, using an inductive qualitative content analysis approach. The research population consisted of electronic documents and expert interviews; through purposive sampling, 41 studies and 7 experts were selected, and the data were collected. The data collection instruments were note-taking and semi-structured interviews. The data were coded and analyzed using MaxQDA software. The findings indicated that the six main categories of the students’ learning ecosystem include audience preparation, interactions, evaluation, course management, content management, and support, all of which can be effectively enhanced by artificial intelligence tools. Thus, Hybrid MOOCs, as a blended educational technology, provide an appropriate foundation for integrating artificial intelligence into higher education. It is recommended that macro-level educational policies be designed in such a way that the use of artificial intelligence is considered not merely as an auxiliary tool but as an integral part of the architecture of the learning ecosystem, with the necessary legal and infrastructural frameworks developed for its expansion.