ISSN: 2222-6990
Open access
Artificial Intelligence (AI) is fundamentally reshaping the landscape of online higher education by facilitating unprecedented levels of personalization and student engagement. While quantitative metrics have historically dominated the discourse on AI’s efficacy, there remains a critical need for nuanced qualitative exploration into how these technologies impact learner motivation and academic outcomes, particularly within the context of Open and Distance Learning (ODL). This study addresses this gap through semi-structured interviews and focus groups with 20 ODL students and 8 educators. Findings indicate that while AI offers robust potential for adaptive, personalized support, its implementation is fraught with challenges regarding trust, algorithmic rigidity, and the potential erosion of critical thinking. The results emphasize the necessity of a human-centered pedagogy that balances technological efficiency with ethical transparency and independent inquiry.
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