Bot-teachers in hybrid massive open online courses (MOOCs): A post-humanist experience

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This article explores networked learning technologies and the development of Massive Online Open Courses (MOOCs). The study examines and explains hybrid MOOCs and focuses on the use of bot-teachers within a post-humanist perspective. The research findings reveal that, while the use of bot-teachers is beneficial in terms of facilitating and increasing discourse/interaction, it is ineffective in providing other components of teaching presence. Yet ultimately, learners' positive behaviors indicate that bot-teachers hold promise as an educational tool.

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21 p.

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Bozkurt, Aras; Kilgore, Whitney & Crosslin, Matt July 20, 2018.

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  • Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)
  • Bozkurt, Aras
  • Kilgore, Whitney
  • Crosslin, Matt

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This article explores networked learning technologies and the development of Massive Online Open Courses (MOOCs). The study examines and explains hybrid MOOCs and focuses on the use of bot-teachers within a post-humanist perspective. The research findings reveal that, while the use of bot-teachers is beneficial in terms of facilitating and increasing discourse/interaction, it is ineffective in providing other components of teaching presence. Yet ultimately, learners' positive behaviors indicate that bot-teachers hold promise as an educational tool.

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21 p.

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Abstract: 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’ 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’ positive behaviours indicate that bot-teachers seem to be working in some respects, indicating that they still hold promise as an educational tool.

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  • Australasian Journal of Educational Technology, 34(3), Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), July 7, 2018, pp. 1-21

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  • Publication Title: Australasian Journal of Educational Technology
  • Volume: 34
  • Issue: 3
  • Page Start: 39
  • Page End: 59
  • Peer Reviewed: Yes

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  • July 20, 2018

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  • Aug. 3, 2020, 3:07 p.m.

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  • Nov. 17, 2023, 2:35 p.m.

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Bozkurt, Aras; Kilgore, Whitney & Crosslin, Matt. Bot-teachers in hybrid massive open online courses (MOOCs): A post-humanist experience, article, July 20, 2018; (https://digital.library.unt.edu/ark:/67531/metadc1705541/: accessed December 13, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT College of Information.

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