Objective: This paper explored the relationship between chatbots and flipped learning in an educational setting. It also identifies the benefits and drawbacks of using chatbots in a flipped learning context and the ethical and privacy concerns related to their use. Method: The study utilized a theoretical analysis approach, which included a comprehensive review of relevant literature from Scopus and World of Science databases. The data collected from the literature review was analyzed using a qualitative approach. Results: The study found that chatbots can potentially enhance student engagement and learning outcomes in a flipped learning context by providing personalized support, facilitating group discussions and collaborations, providing feedback and assessment on student work, supporting self-directed learning, and enhancing student engagement and motivation. However, using chatbots in a flipped learning context also raises ethical and privacy concerns, including data privacy, data security, and student anonymity. Novelty: Contributes to the existing research on using chatbots in education by providing insights into the potential benefits and drawbacks of using chatbots in a flipped learning context. The study highlights the importance of considering the ethical and privacy concerns and the future potential of chatbots in a flipped learning context and proposes future research directions.
The potential of artificial intelligence language models, such as Chat GPT, to support self-determined learning in higher education has garnered increasing attention from educators, researchers, and policymakers. However, the promises and pitfalls of using Chat GPT for self-determined learning remain subject to debate and warrant further exploration. In this argumentative review, we examine the central questions and statements of the problem related to the use of Chat GPT for self-determined learning in higher education. We synthesise and critically evaluate the existing literature on the potential of Chat GPT to support self-directed and self-determined learning and highlight the main challenges and concerns associated with its use. According to our analysis, Chat GPT promises to improve self-determined learning by offering individualised feedback, resources, and assistance to learners that can foster their acquisition of knowledge and skills. However, using Chat GPT in self-determined learning also raises ethical and pragmatic concerns. These include issues about privacy, data security, and algorithmic bias, which could compromise the effectiveness and reliability of Chat GPT-based interventions. We posit that while the potential benefits of Chat GPT for self-determined learning are significant, they must be weighed against its potential drawbacks. As such, the design, implementation, and assessment of Chat GPT-based higher education interventions must be carefully considered. Our results indicate that the advancement of Chat GPT-based interventions for self-determined learning in higher education necessitates a nuanced and multidisciplinary approach that considers the viewpoints of educators, researchers, learners, and other interested stakeholders.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.