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- 2021| OpenED NetworkThe COVID-19 pandemic accelerated the use of online learning and self-directed learning to motivate and engage students. Therefore, this study sought to determine how online learning fostered self-directed learning at a South African university during this period. Higher education institutions worldwide had to shut down indefinitely following guidance from health experts to contain the spread of the COVID-19 pandemic. Since education is regarded as a pillar of development for all countries, some means had to be found to keep teaching and learning going irrespective of the ongoing health crisis. Hence, online learning made it possible for university students to continue learning during the emergency university closure. This was a period of reckoning, however, as many students began experiencing challenges related to poor internet connectivity and accessing digital learning devices. Despite these challenges, the solution was to reach out to all students to ensure that they were not excluded from the learning process. The sudden transition to online learning meant that students could no longer follow a well-coordinated, structured learning schedule that was guided and supervised on campus; rather, online learning meant they had to become more independent in their learning. Independent learning encourages students to be proactive and independent, a philosophy aligned to self-directed learning (SDL). This study explored the experiences of third-year student teachers in navigating SDL through online learning platforms. The study was underpinned by self-directed learning theory and adopted a qualitative case study research design, generating data from ten student teachers using a Zoom app focus group discussion. Data were analyzed using an inductive thematic analysis framework. The study found that although SDL is appropriate because it promotes learning independently, the majority of student teachers encountered several challenges when adopting online learning, catching them off guard because they were not formally introduced to it.
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- Artificial Intelligence (AI) has ushered in a transformative era in education, particularly in the context of Open Distance e-Learning (ODeL). This paper explores the role of AI-powered e-tutors and their potential to revolutionise self-directed learning among students in ODeL courses in South Africa. Self-directed learning, a fundamental pillar of distance education, requires students to be proactive, independent, and motivated. Numerous studies in the fields of AI, ODeL, and Self-Directed Learning (SDL) were reviewed, including case studies involving ODeL institutions, to understand the role of AI powered e-tutors. This research provides practical insights into using AI-powered e-tutoring to foster self-directed learning. The study allowed for the collection of relevant literature on the given topic that fits the pre-specified eligibility criteria and answers the formulated research questions. The findings underscore the transformative potential of AI-powered e-tutors, including personalised learning experiences, adaptive feedback, real-time support, increased learner engagement and motivation, and enhanced academic performance. The paper also addresses the practical challenges and limitations of implementing AI-powered e-tutoring, such as technology access, data privacy, and the continuous improvement of AI algorithms. The study contributes to the expanding knowledge of AI in education, providing practical insights for academics, policymakers, and technology developers, equipping them with the necessary information to leverage AI to strengthen self-directed learning in ODeL environments. It also outlines the practical implications for future research and practice, highlighting the potential of AI to revolutionise distance learning and empower learners to take control of their educational journeys.
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