AI as a teacher: Coping with Copilot provied new insights
DOI:
https://doi.org/10.7146/lom.v18i31.156169Keywords:
AI, Generative AI, Copilot, AI-Teaching Assistant, MultimediadesignAbstract
AI assistants are increasingly used in higher education (Abgaryan, Asatryan, & Matevosyan, 2023; Hashmi, Li, Parise, & Shankaranarayanan, 2024; Spanos, 2024) for individual learning. Research on the role of AI assistants in class teaching is limited (Kim, Lee, & Cho, 2022). This study examines what happens in the learning space, when teaching is facilitated by Copilot for an entire class for an entire day. Methodologically data were collected via participant observation, mobile ethnography, and focus group interview, and analysed through a qualitative two-layer analysis with inductive and deductive coding. The survey points to more challenges than opportunities. AI's instability shifted the focus to technology, and superficial answers created academic uncertainty among students. The study contributes to new knowledge about AI in education and the conclusion highlights the importance of combining AI with traditional learning methods and sources. AI assistants in class teaching require clear structure and guidance.
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