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Teachers' Experiences of Using Artificial Intelligence from an Open Distance Learning Context: Successes, Challenges, and Strategies for Success

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Title: Teachers' Experiences of Using Artificial Intelligence from an Open Distance Learning Context: Successes, Challenges, and Strategies for Success
Language: English
Authors: Geesje van den Berg
Source: Discover Education. 2025 4.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Technology Uses in Education, Open Education, Distance Education, Graduate Students, Masters Programs, Foreign Countries, Graduate School Faculty, Technological Literacy, Pedagogical Content Knowledge, Self Efficacy, Lesson Plans, Technology Integration, Teacher Attitudes, Resistance (Psychology), Ethics, Usability
Geographic Terms: South Africa
DOI: 10.1007/s44217-025-00596-2
ISSN: 2731-5525
Abstract: The research aimed to explore teachers' use of artificial intelligence (AI) in the classroom. The context of the study was a master's programme in Education at a South African open distance learning institution. One of the modules focussed on technology integration in open distance learning, and 19 enrolled students participated in the study. The data collection instrument involved the module's online discussion forum. Students were required to study two articles and two video clips about the use of AI tools in Education, and they reported on their own experiences using AI for teaching. Three theories helped to interpret the data: the Self-efficacy Theory, the Technological Pedagogical Content Knowledge Framework, and Diffusion of Innovations Theory. The findings indicated that most participants used AI tools in their teaching, particularly ChatGPT, for lesson preparation and delivery, enriched learning experiences, acting as tutors, and administrative purposes. This integration saved teachers time. However, some participants did not adopt AI tools. They faced challenges integrating these tools with their subject pedagogy due to a lack of AI self-efficacy, unfamiliarity with the tools, ethical concerns, and scepticism about their usefulness. Based on the findings, strategies for successful integration of AI are provided.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475197
Database: ERIC
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  Data: The research aimed to explore teachers' use of artificial intelligence (AI) in the classroom. The context of the study was a master's programme in Education at a South African open distance learning institution. One of the modules focussed on technology integration in open distance learning, and 19 enrolled students participated in the study. The data collection instrument involved the module's online discussion forum. Students were required to study two articles and two video clips about the use of AI tools in Education, and they reported on their own experiences using AI for teaching. Three theories helped to interpret the data: the Self-efficacy Theory, the Technological Pedagogical Content Knowledge Framework, and Diffusion of Innovations Theory. The findings indicated that most participants used AI tools in their teaching, particularly ChatGPT, for lesson preparation and delivery, enriched learning experiences, acting as tutors, and administrative purposes. This integration saved teachers time. However, some participants did not adopt AI tools. They faced challenges integrating these tools with their subject pedagogy due to a lack of AI self-efficacy, unfamiliarity with the tools, ethical concerns, and scepticism about their usefulness. Based on the findings, strategies for successful integration of AI are provided.
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