Artificial Intelligence for Enhanced Student Engagement in South African Open Distance Learning: A Systematic Review

Rekai Zenda; Alton Dewa

doi:10.25159/2663-5895/17443

Authors

Rekai Zenda University of the Witwatersrand
Alton Dewa University of the Witwatersrand

DOI:

https://doi.org/10.25159/2663-5895/17443

Keywords:

artificial intelligence, open distance and e-learning, student engagement, South Africa, systematic review

Abstract

Artificial intelligence (AI) has emerged as a transformative force across various domains, and open distance and e-learning (ODeL) is no exception. The integration of AI technologies in teaching and learning has the potential to revolutionise traditional educational practices and enhance student outcomes. ODeL plays a crucial role in expanding access to education in South Africa, enhancing student engagement and addressing geographical and socio-economic barriers. However, existing challenges such as large student-to-lecturer ratios and limited student interaction can hinder learning effectiveness. The systematic review was used and aimed to inform stakeholders involved in ODeL institutions about the potential benefits and limitations of AI towards creating a more effective and inclusive learning environment. We critically analysed existing research using Scopus, Google Scholar and ScienceDirect databases on AI applications in ODeL, focusing on South African studies or those with direct relevance to the South African context. Key areas where AI can be used were identified, including personalising learning, providing intelligent support and improving student engagement within the specific constraints and opportunities of the ODeL landscape. However, challenges such as lack of infrastructure, skills and knowledge and ambiguous digital technologies policies appear to be a challenge for successful AI in ODeL.

Author Biography

Alton Dewa, University of the Witwatersrand

PhD

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