{"id":70920,"date":"2025-10-27T19:02:44","date_gmt":"2025-10-27T17:02:44","guid":{"rendered":"https:\/\/www.uol.ac.cy\/?p=70920"},"modified":"2025-10-27T19:02:53","modified_gmt":"2025-10-27T17:02:53","slug":"elevating-distance-learning-teaching-in-higher-education-through-ai-integration-students-insights-and-perspectives","status":"publish","type":"post","link":"https:\/\/www.uol.ac.cy\/en\/elevating-distance-learning-teaching-in-higher-education-through-ai-integration-students-insights-and-perspectives\/","title":{"rendered":"Elevating distance learning teaching in higher Education through ai integration: students\u2019 insights And perspectives"},"content":{"rendered":"\n

Abstract<\/strong>:<\/strong><\/h4>\n\n\n\n

Artificial intelligence (AI) in Higher Education (HE) institutions can potentially transform students\u2019 learning experiences in distance learning programs. The advancements in AI technologies and ongoing policy debates within HE require a concrete plan regarding its adoption in teaching practice, emphasising the impact of such technologies on students\u2019 learning performance and experiences in a virtual learning environment. Integrating AI-driven tools and platforms in an eLearning environment can offer a personalised learning experience and further enhance students\u2019 engagement and involvement by providing tailored resources based on individual progress. This study explores the integration of AI in distance education teaching practices, focusing on students\u2019 insights, perspectives and attitudes. We have collected quantitative data from 89 postgraduate students enrolled in distance learning programs through an online questionnaire regarding their perspectives on the potential use of AI for educational purposes as part of their studies. The quantitative dataset analysis demonstrates students’ positive attitude toward exploring the potential and challenges of AI technology. Specifically, students indicated a preference for AI tools and technologies that support personalised feedback, continuous communication and guidance, and enhanced interaction with learning materials. However, concerns regarding ethics, data privacy, and limited human interaction remain key challenges that study participants mentioned. These preliminary findings contribute to the growing discussion on using AI in HE for distance education programs, offering essential insights from the student perspective. Lastly, the research results would be valuable for educators and learning developers in improving AI integration in online learning contexts.\u00a0<\/p>\n\n\n\n

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Kosmas<\/strong>, P., & Theophanous, G. (2025). ELEVATING DISTANCE LEARNING TEACHING IN HIGHER EDUCATION THROUGH AI INTEGRATION: STUDENTS\u2019INSIGHTS AND PERSPECTIVES. In EDULEARN25 Proceedings\u00a0(pp. 2240-2247). IATED.<\/em><\/p>\n<\/blockquote>\n\n\n\n

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learn more<\/div><\/path><\/svg><\/span><\/a><\/div><\/div>\n<\/div><\/div>\n\n\n\n

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Abstract: Artificial intelligence (AI) in Higher Education (HE) institutions can potentially transform students\u2019 learning experiences in distance learning programs. The advancements in AI technologies and ongoing policy debates within HE require a concrete plan regarding its adoption in teaching practice, emphasising the impact of such technologies on students\u2019 learning performance and experiences in a virtual 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Artificial intelligence (AI) in Higher Education (HE) institutions can potentially transform students\u2019 learning experiences in distance learning programs. The advancements in AI technologies and ongoing policy debates within HE require a concrete plan regarding its adoption in teaching practice, emphasising the impact of such technologies on students\u2019 learning performance and experiences in a virtual…","jetpack_shortlink":"https:\/\/wp.me\/peAODB-irS","publishpress_future_action":{"enabled":false,"date":"2026-05-17 22:01:08","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"category","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/posts\/70920","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/users\/17"}],"replies":[{"embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/comments?post=70920"}],"version-history":[{"count":0,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/posts\/70920\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/media\/69149"}],"wp:attachment":[{"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/media?parent=70920"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/categories?post=70920"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/tags?post=70920"},{"taxonomy":"publication_author","embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/publication_author?post=70920"},{"taxonomy":"publication_year","embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/publication_year?post=70920"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}