Knowledge (Co‐)Construction Among Artificial Intelligence, Novice Teachers, and Experienced Teachers in an Online Professional Learning Community.
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 pape...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 2; pp. 1 - 22 |
|---|---|
| Autores principales: | , , , , , |
| Formato: | glossary pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2025
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184016303&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184016303 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2025 vid: 41 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 184016303 184016303 184016303 10.1111/jcal.70004 184016303 ppf: 1 ppct: 21 formats: tig: atl: Knowledge (Co‐)Construction Among Artificial Intelligence, Novice Teachers, and Experienced Teachers in an Online Professional Learning Community. aug: au: Jin, Fangzhou Peng, Xiangmei Sun, Lanfang Song, Zicong Zhou, Keyi Lin, Chin‐Hsi affil: Faculty of Education, The University of Hong Kong, Pok Fu Lam, Hong Kong sug: subj: Artificial Intelligence, Generative Collaboration Teachers New Graduates Professional Competence Faculty Development Online Education Community of Practice Knowledge Human Male Female Sentiment Analysis Multimethod Studies Descriptive Statistics Semi-Structured Interview Thematic Analysis Content Analysis Adult Middle Age Funding Source Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: 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. pubtype: Academic Journal doctype: glossary pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|