Using social learning theories to explore the role of generative Artificial Intelligence (AI) in collaborative learning

Authors

DOI:

https://doi.org/10.47408/jldhe.vi30.1031

Keywords:

collaborative learning, social constructivism, social learning theories, artificial intelligence, higher education

Abstract

This opinion piece highlights the integral role of generative Artificial Intelligence (AI) in learning within Higher Education Institutions (HEIs). Employing social learning theories, this opinion piece aims to explore generative AI as a stakeholder in learning. By weaving in social constructivist and learning theories, this opinion paper aims to uncover the capacity of generative AI to facilitate and enhance the learning process. Central to this opinion piece proposition is cultivating a learning community that leverages AI's potential as a new learning stakeholder. This opinion piece aims to contribute to ongoing discussions in the field of learning development by offering a fresh outlook on how AI can be an asset in knowledge co-creation and collaborative learning. The paper does this in the following ways: (1) highlights how generative AI can effectively contribute to learning and knowledge co-creation, and (2) provides some guidance for integrating generative AI in collaborative learning.

Author Biographies

Xue Zhou, Queen Mary University of London

Xue Zhou is a Reader in Entrepreneurship and Innovation at the School of Business and Management at Queen Mary University of London. Her research interests fall in the areas of digital literacy, digital technology adoption, cross-cultural adjustment and online professionalism. Currently, she is a Queen Mary Academy Fellow, and leading the AI literacy development project at Queen Mary.

Lilian Schofield, Queen Mary University of London

Lilian Schofield is a senior lecturer in non-profit management at the School of Business and Management, Queen Mary University of London. Her interests are in critical management pedagogy, social change and learning pedagogies in management education. She is a Queen Mary Academy Fellow and has taken up the Learning and Teaching Enhancement Fellowship, working on “Learning by doing” and student skills enhancement practice initiatives at Queen Mary University of London.

References

Adams, P. (2006) ‘Exploring social constructivism: theories and practicalities’, Education, 34(3), pp.243-257. https://doi.org/10.1080/03004270600898893

Ahn, M. Y. and Howard, H. Davis (2020) ‘Four domains of students’ sense of belonging to university’, Studies in Higher Education, 45(3), pp.622-634. https://doi.org/10.1080/03075079.2018.1564902

Amin, H., and Mirza, M. S. (2020) ‘Comparative study of knowledge and use of Bloom's digital taxonomy by teachers and students in virtual and conventional universities’, Asian Association of Open Universities Journal, 15(2), pp.223-238. https://doi.org/10.1108/AAOUJ-01-2020-0005.

Burger, B., Kanbach, D. K., Kraus, S., Breier, M., and Corvello, V. (2023) ‘On the use of AI-based tools like ChatGPT to support management research’, European Journal of Innovation Management, 26(7), pp.233-241. https://doi.org/10.1108/EJIM-02-2023-0156

Celik, I., Dindar, M., Muukkonen, H., and Järvelä, S. (2022) ‘The promises and challenges of artificial intelligence for teachers: a systematic review of research’. TechTrends, 66(4), pp.616-630. https://doi.org/10.1007/s11528-022-00715-y

Dewing, J. (2010) ‘Moments of movement: active learning and practice development’, Nurse education in practice, 10(1), pp.22-26. https://doi.org/10.1016/j.nepr.2009.02.010

Gonsalves, C. (2023) ‘On ChatGPT: what promise remains for multiple choice assessment?’ Journal of Learning Development in Higher Education, (27). https://doi.org/10.47408/jldhe.vi27.1009

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., Stadler, M., and Kasneci, G. (2023) ‘ChatGPT for good? On opportunities and challenges of large language models for education’, Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274

Lea, M. R., and Street, B. V. (2006) ‘The "academic literacies" model: theory and applications’, Theory into practice, 45(4), pp. 368-377. https://doi.org/10.1207/s15430421tip4504_11

Liang, W., Yuksekgonul, M., Mao, Y., Wu, E., and Zou, J. (2023) ‘GPT detectors are biased against non-native English writers’, Patterns. https://doi.org/10.1016/j.patter.2023.100779

Mascolo, M. F., Kanner, B. G. and Griffin, S. (1998) ‘Neo‐Piagetian systems theory and the education of young children’, Early Child Development and Care, 140(1), pp.31-52. https://doi.org/10.1080/0300443981400104

Meyers, C., and Jones, T. B. (1993) Promoting active learning - strategies for the college classroom. San Francisco, CA: Jossey-Bass Inc.

O’Dwyer, M. (2023) Pandemic-era graduates struggle with teamwork, say Deloitte and PwC. Available at: https://www.ft.com/content/a8b20502-8238-4655-ba82-30d6243332d9?accessToken=zwAF-xs7KSvgkdOosgUCgjhGVdO6gjDWJDMy2Q.MEUCIQDEwIMDaEm5tE_IB4KqhK3Z--GT2h5eM_-t4v3Q5MJguwIgfYa8wMQZey7yI4S6YYZS6OBDFQrh7MWjU6KVX1aJx2w&sharetype=gift&token=80a75a83-fc75-48ec-a714-2f67453d449a (Accessed: 7 May 2023)

O'Dea, X. C. and O'Dea, M. (2023). ‘Is artificial intelligence really the next big thing in learning and teaching in higher education? A conceptual paper’, Journal of University Teaching and Learning Practice, 20(5). https://doi.org/10.53761/1.20.5.05.

Parker, J. and Jaeger, S. (2016) ‘Learning in Artificial Intelligence: does Bloom's taxonomy apply?’ SSRN. DOI: https://doi.org/10.2139/ssrn.2891191

Perera, P. and Lankathilaka, M. (2023). ‘AI in higher education: a literature review of ChatGPT and guidelines for responsible implementation’, International Journal of Research and Innovation in Social Science, 7, pp.306-314. https://doi.org/10.47772/IJRISS.2023.7623.

Rasul, T., Nair, S., Kalendra, D., Robin, M., de Oliveira Santini, F., Ladeira, W. J., Sun, M., Day, I., Rather, R. A., and Heathcote, L. (2023). ‘The role of ChatGPT in higher education: benefits, challenges, and future research directions’, Journal of Applied Learning and Teaching, 6(1). https://doi.org/10.37074/jalt.2023.6.1.29

Saleem, A., Kausar, H., and Deeba, F. (2021) ‘Social Constructivism: a new paradigm in teaching and learning environment’, Perennial journal of history, 2(2), pp.403-421. https://doi.org/10.52700/pjh.v2i2.86.

Sweeney, S. (2023) ‘Who wrote this? Essay mills and assessment – considerations regarding contract cheating and AI in higher education’, The International Journal of Management Education, 21(2). https://doi.org/10.1016/j.ijme.2023.100818

Walker, C. L., and Shore, B. M. (2015) ‘Understanding classroom roles in inquiry education: linking role theory and social constructivism to the concept of role diversification’, SAGE Open, 5(4). https://doi.org/10.1177/2158244015607584

Downloads

Published

27-03-2024

How to Cite

Zhou, X. and Schofield, L. (2024) “Using social learning theories to explore the role of generative Artificial Intelligence (AI) in collaborative learning ”, Journal of Learning Development in Higher Education, (30). doi: 10.47408/jldhe.vi30.1031.

Issue

No. 30 (2024)

Section

Opinion Pieces

License

Copyright (c) 2024 Journal of Learning Development in Higher Education

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).