HybridMOOC and the Future of Learning in the Age of Artificial Intelligence: Analyzing and Identifying the Components of the Student Learning Ecology

شرزه‌ئی, فاطمه; Masoomifard, Marjan; Khatibzanjani, Nazila; Pourasghar, Nasibeh; Sarmadi, Mohammad Reza

HybridMOOC and the Future of Learning in the Age of Artificial Intelligence: Analyzing and Identifying the Components of the Student Learning Ecology

Articles in Press

Authors

فاطمه شرزه‌ئی ¹

Marjan Masoomifard ²

Nazila Khatibzanjani ³

Nasibeh Pourasghar ⁴

Mohammad Reza Sarmadi ⁵

¹ Payame Noor-Tehran

² Associate Professor, Department of Educational Sciences, Payame Noor University (PNU), P.O.Box 19395-4697, Tehran, Iran

³ Associate Professor, Department of Educational Sciences, Payame Noor University (PNU), P.O.Box 19395-4697, Tehran, Iran.

⁴ Assistant Professor, Department of Educational Sciences, Payame Noor University (PNU), P.O.Box 19395-4697, Tehran, Iran.

⁵ Professor, Department of Educational Sciences, Payame Noor University (PNU), P.O.Box 19395-4697, Tehran, Iran.

Abstract

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.

Keywords

Artificial Intelligence

Hybrid MOOC

Connectivism

Learning Ecology

Massive Open Online Courses (MOOCs)

Subjects