Empowering Online Adult Educators: Integrating Artificial Intelligence for Enhanced Instructional Strategies
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| Title: | Empowering Online Adult Educators: Integrating Artificial Intelligence for Enhanced Instructional Strategies |
|---|---|
| Language: | English |
| Authors: | Xi Lin, Steve W. Schmidt |
| Source: | New Directions for Adult and Continuing Education. 2025 (188):24-30. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Artificial Intelligence, Teacher Empowerment, Adult Educators, Andragogy, Electronic Learning, Discussion (Teaching Technique), Simulation, Interviews, Feedback (Response), Teacher Role |
| DOI: | 10.1002/ace.70011 |
| ISSN: | 1052-2891 1536-0717 |
| Abstract: | This article explores how artificial intelligence (AI) can support online adult learning by aligning with Knowles' four principles of andragogy: involvement, experience, problem-centeredness, and relevance. Three activities were analyzed using a comparative case study (CCS) method. Each case represents a distinct instructional application of ChatGPT: supporting online discussions, simulating professional interviews, and providing assignment feedback. Findings show that the integration of AI in learning can motivate learner autonomy, provide timely feedback, and encourage reflective and relevant engagement with AI-generated content. However, challenges such as shallow AI responses, emotional disconnect, and concerns regarding trust and accuracy were observed. The findings also indicate a shift in faculty's role from content deliverer to AI-assisted learning facilitator, requiring new competencies in AI literacy, the ethical use of AI, and instructional design. This study contributes to the emerging field of AI in Adult Education (AIAD) by highlighting both the practical opportunities and important considerations for adult educators interested in integrating AI in their teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493308 |
| Database: | ERIC |
| Abstract: | This article explores how artificial intelligence (AI) can support online adult learning by aligning with Knowles' four principles of andragogy: involvement, experience, problem-centeredness, and relevance. Three activities were analyzed using a comparative case study (CCS) method. Each case represents a distinct instructional application of ChatGPT: supporting online discussions, simulating professional interviews, and providing assignment feedback. Findings show that the integration of AI in learning can motivate learner autonomy, provide timely feedback, and encourage reflective and relevant engagement with AI-generated content. However, challenges such as shallow AI responses, emotional disconnect, and concerns regarding trust and accuracy were observed. The findings also indicate a shift in faculty's role from content deliverer to AI-assisted learning facilitator, requiring new competencies in AI literacy, the ethical use of AI, and instructional design. This study contributes to the emerging field of AI in Adult Education (AIAD) by highlighting both the practical opportunities and important considerations for adult educators interested in integrating AI in their teaching. |
|---|---|
| ISSN: | 1052-2891 1536-0717 |
| DOI: | 10.1002/ace.70011 |
