Bot-teachers in hybrid massive open online courses (MOOCs): A post-humanist experience

  • Aras Bozkurt Anadolu University
  • Whitney Kilgore University of North Texas
  • Matt Crosslin University of Texas at Arlington
Keywords: Massive Open Online Courses, Hybrid MOOCs, Posthumanism, Teaching Presence, Bot-teachers, Artificial Intelligence, AI

Abstract

Networked technologies have created many learning opportunities and led to new learning models such as massive open online courses (MOOCs). However, MOOCs are an evolving learning model that are even today changing according to learners’ needs. First generation cMOOCs and second generation xMOOCs are now being followed by third generation hybrid MOOCs. In these evolution cycles, there are many experimental practices such as the use of bot-teachers. This study examines and explains hybrid MOOCs and then focuses on the use of bot-teachers within a post-humanist perspective, using teaching presence from the community of inquiry (CoI) and actor-network theory (ANT) as theoretical lenses. The research findings reveal that, while the use of bot-teachers is promising and beneficial in terms of facilitating and increasing discourse, it is ineffective in providing other components of teaching presence such as direct instruction, and/or design and organisation. However, analysis found that the use of bot-teachers is very helpful in increasing interaction within a learning community and can be used as an assistant during the teaching/learning process. Additionally, learners’ positive behaviours indicate that bot-teachers seem to be working in some respects, indicating that they still hold promise as an educational tool.

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Published
2018-07-20
How to Cite
Bozkurt, A., Kilgore, W., & Crosslin, M. (2018). Bot-teachers in hybrid massive open online courses (MOOCs): A post-humanist experience. Australasian Journal of Educational Technology, 34(3). https://doi.org/10.14742/ajet.3273
Section
Articles