Australasian Journal of Educational Technology Volume 34, Number 3, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education
Networked technologies have created many learning opportunities and led to new learning models such as massive open online courses (MOOCs). However, MOOCs are an evolving learning model that are even today changing according to learners\u2019 needs. First generation cMOOCs and second generation xMOOCs are now being followed by third generation hybrid MOOCs. In these evolution cycles, there are many experimental practices such as the use of bot-teachers. This study examines and explains hybrid MOOCs and then focuses on the use of bot-teachers within a post-humanist perspective, using teaching presence from the community of inquiry (CoI) and actor-network theory (ANT) as theoretical lenses. The research findings reveal that, while the use of bot-teachers is promising and beneficial in terms of facilitating and increasing discourse, it is ineffective in providing other components of teaching presence such as direct instruction, and/or design and organisation. However, analysis found that the use of bot-teachers is very helpful in increasing interaction within a learning community and can be used as an assistant during the teaching/learning process. Additionally, learners\u2019 positive behaviours indicate that bot-teachers seem to be working in some respects, indicating that they still hold promise as an educational tool.
Bozkurt, A., Kilgore, W. & Crosslin, M. (2018). Bot-teachers in hybrid massive open online courses (MOOCs): A post-humanist experience. Australasian Journal of Educational Technology, 34(3),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved January 17, 2019 from https://www.learntechlib.org/p/184570/.