Knowledge (Co-)Construction Among Artificial Intelligence, Novice Teachers, and Experienced Teachers in an Online Professional Learning Community

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-02-08 DOI:10.1111/jcal.70004

Fangzhou Jin, Xiangmei Peng, Lanfang Sun, Zicong Song, Keyi Zhou, Chin-Hsi Lin

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引用次数: 0

Abstract

Background

There are various challenges to teachers' use of generative artificial intelligence (GenAI) for professional learning. Although GenAI is expected to play a transformative role in teachers' learning, its impact on them remains subtle.

Objectives

Guided by community of practice, this paper examines the integration of GenAI into an online professional learning community (OPLC) to facilitate knowledge co-construction among GenAI, novice teachers and experienced teachers.

Methods

We used a mixed-methods approach that included topic modelling and sentiment analysis on the quantitative side and content analysis for the qualitative data.

Results

We identified the top three latent themes in the OPLC's discourse—(1) generating instructional material, (2) assessment, and (3) pedagogy—and six distinct teacher-GenAI interaction profiles. For novice teachers, these included ‘engaged AI explorers’, ‘selective satisfiers’ and ‘silent strategists’; and among experienced teachers, we discerned ‘careful critics’, ‘reflective realists’ and ‘cautious contemplators’. Novice teachers exhibited technological adaptivity, while experienced ones engaged reflectively with content and focused more on students, and GenAI proved effective at providing instructional materials.

Conclusions

The findings demonstrate how GenAI can contribute to knowledge co-construction, as a facilitator of rather than a replacement for human interaction.

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope