The September 2024 special issue of Online Learning (Vol. 28, No. 3), edited by Haesol Bae and Aras Bozkurt, delves into the transformative impact of generative AI (GenAI) on online and blended education. This collection of articles provides a multifaceted exploration of how GenAI tools are reshaping pedagogical practices, learner engagement, and instructional design.
In their editorial, Bae and Bozkurt pose a critical question: Are we preparing students for genuine learning or merely facilitating personalization through AI? They caution against over-reliance on AI-driven personalization, which may inadvertently undermine students’ critical thinking and collaborative skills.
One study by Bae et al. examines pre-service teachers’ dual perspectives on integrating GenAI into their teaching practices. While these educators-in-training recognized the potential benefits of tools like ChatGPT for enhancing learning, they also expressed concerns about ethical implications, academic integrity, and the need for AI literacy. The study highlights the importance of comprehensive professional development to equip teachers with the skills necessary for responsible AI integration.
Additionally, Stefaniak and Moore discuss how GenAI can support inclusivity and design deliberation in online instruction. They argue that AI tools can aid in creating more accessible and equitable learning environments by addressing diverse learner needs.
Collectively, the articles in this special issue underscore the necessity of a balanced approach to integrating GenAI in education. While these technologies offer promising avenues for enhancing learning experiences, educators must remain vigilant about potential drawbacks and ethical considerations. Ongoing research, thoughtful implementation, and continuous professional development are essential to harness the full potential of GenAI in fostering meaningful and equitable educational outcomes.