AI-Supported Learning in Online Discussion Forums: A Scoping Review
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| Title: | AI-Supported Learning in Online Discussion Forums: A Scoping Review |
|---|---|
| Language: | English |
| Authors: | Masami Yoshida, Vorasuang Duangchinda, Nammon Ruangrit |
| Source: | Electronic Journal of e-Learning. 2026 24(1):19-35. |
| Availability: | Academic Conferences Limited. Curtis Farm, Kidmore End, Nr Reading, RG4 9AY, UK. Tel: +44-1189-724148; Fax: +44-1189-724691; e-mail: info@academic-conferences.org; Web site: https://academic-publishing.org/index.php/ejel/index |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Artificial Intelligence, Electronic Learning, Computer Mediated Communication, Technology Integration, Technology Uses in Education, Journal Articles, Learning Experience, Discussion (Teaching Technique) |
| ISSN: | 1479-4403 |
| Abstract: | As the popularity and accessibility of artificial intelligence (AI) in learning continue to rise, online education has increasingly incorporated AI. It is imperative to investigate how AI in the scholarly community supports the learning of autonomous students. This scoping review investigated articles that employed AI in discussion forums. The objective of this study is to develop a summary that denotes the effective integration of AI in discussion forums, thereby characterizing the overall learning experience. In accordance with the search, appraisal, synthesis, and analysis (SALSA) framework, the preferred reporting items for systematic reviews and meta-analyses (PRISMA) flow diagram was employed to design the article screening and selection process. Scopus was utilized for the literature search, resulting in the identification of twelve articles that met the predetermined inclusion and exclusion criteria. The extracted articles covered the following six applications: intelligent tutoring systems, AI-assisted apps, chatbots, automatic formative assessment, AI teaching assistants, and AI-assisted lifelong learning assistants. Three types of man-machine partnerships related to the activities are discussed: student-AI partnerships, student-AI-student partnerships, and student-AI-teacher partnerships, the latter being the most commonly observed. The generated content was frequently processed through teacher adjustments and checks. Components of community of inquiry theory were adapted as indicators. Cognitive presence was observed to be more predominant than social presence, with a particular emphasis on individual learning achievements. Three distinct perspectives regarding the role of AI in learning were identified. The first perspective posited that AI functioned as a virtual teacher, supplementing the teaching functions of human teachers and delivering information to students. In the second perspective, AI facilitated students in collecting information by enabling interactions with messages or peers. In the third perspective, the significance of the automatic evaluation function, which assessed learning activities and provided feedback to enhance the system while simultaneously implementing immediate changes in the learning process, was acknowledged. Regarding the role of communication, teachers clearly intended for students to acquire knowledge through it. Despite the focus on assisting individual learners, each article encompassed references from a wide range of fields and exhibited substantial diversity overall. Consequently, the domain of discussion forums with AI was depicted through the complex interplay between technology, pedagogy, and the learning environment. This context is known as entangled pedagogies, which emphasize understanding the interconnections among these elements and their reciprocal influences. In summary, AI was predominantly utilized in the form of chatbots and GenAI in discussion forums. Emerging AI roles included virtual teachers, peer/message matching, and automated evaluation. Aggregated information was presented in a manner that supported student learning. AI also served as a conduit between students and teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497381 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: AI-Supported Learning in Online Discussion Forums: A Scoping Review – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Masami+Yoshida%22">Masami Yoshida</searchLink><br /><searchLink fieldCode="AR" term="%22Vorasuang+Duangchinda%22">Vorasuang Duangchinda</searchLink><br /><searchLink fieldCode="AR" term="%22Nammon+Ruangrit%22">Nammon Ruangrit</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Electronic+Journal+of+e-Learning%22"><i>Electronic Journal of e-Learning</i></searchLink>. 2026 24(1):19-35. – Name: Avail Label: Availability Group: Avail Data: Academic Conferences Limited. Curtis Farm, Kidmore End, Nr Reading, RG4 9AY, UK. Tel: +44-1189-724148; Fax: +44-1189-724691; e-mail: info@academic-conferences.org; Web site: https://academic-publishing.org/index.php/ejel/index – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 17 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Information Analyses – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Journal+Articles%22">Journal Articles</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1479-4403 – Name: Abstract Label: Abstract Group: Ab Data: As the popularity and accessibility of artificial intelligence (AI) in learning continue to rise, online education has increasingly incorporated AI. It is imperative to investigate how AI in the scholarly community supports the learning of autonomous students. This scoping review investigated articles that employed AI in discussion forums. The objective of this study is to develop a summary that denotes the effective integration of AI in discussion forums, thereby characterizing the overall learning experience. In accordance with the search, appraisal, synthesis, and analysis (SALSA) framework, the preferred reporting items for systematic reviews and meta-analyses (PRISMA) flow diagram was employed to design the article screening and selection process. Scopus was utilized for the literature search, resulting in the identification of twelve articles that met the predetermined inclusion and exclusion criteria. The extracted articles covered the following six applications: intelligent tutoring systems, AI-assisted apps, chatbots, automatic formative assessment, AI teaching assistants, and AI-assisted lifelong learning assistants. Three types of man-machine partnerships related to the activities are discussed: student-AI partnerships, student-AI-student partnerships, and student-AI-teacher partnerships, the latter being the most commonly observed. The generated content was frequently processed through teacher adjustments and checks. Components of community of inquiry theory were adapted as indicators. Cognitive presence was observed to be more predominant than social presence, with a particular emphasis on individual learning achievements. Three distinct perspectives regarding the role of AI in learning were identified. The first perspective posited that AI functioned as a virtual teacher, supplementing the teaching functions of human teachers and delivering information to students. In the second perspective, AI facilitated students in collecting information by enabling interactions with messages or peers. In the third perspective, the significance of the automatic evaluation function, which assessed learning activities and provided feedback to enhance the system while simultaneously implementing immediate changes in the learning process, was acknowledged. Regarding the role of communication, teachers clearly intended for students to acquire knowledge through it. Despite the focus on assisting individual learners, each article encompassed references from a wide range of fields and exhibited substantial diversity overall. Consequently, the domain of discussion forums with AI was depicted through the complex interplay between technology, pedagogy, and the learning environment. This context is known as entangled pedagogies, which emphasize understanding the interconnections among these elements and their reciprocal influences. In summary, AI was predominantly utilized in the form of chatbots and GenAI in discussion forums. Emerging AI roles included virtual teachers, peer/message matching, and automated evaluation. Aggregated information was presented in a manner that supported student learning. AI also served as a conduit between students and teachers. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1497381 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 19 Subjects: – SubjectFull: Artificial Intelligence Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Computer Mediated Communication Type: general – SubjectFull: Technology Integration Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Journal Articles Type: general – SubjectFull: Learning Experience Type: general – SubjectFull: Discussion (Teaching Technique) Type: general Titles: – TitleFull: AI-Supported Learning in Online Discussion Forums: A Scoping Review Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Masami Yoshida – PersonEntity: Name: NameFull: Vorasuang Duangchinda – PersonEntity: Name: NameFull: Nammon Ruangrit IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-electronic Value: 1479-4403 Numbering: – Type: volume Value: 24 – Type: issue Value: 1 Titles: – TitleFull: Electronic Journal of e-Learning Type: main |
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