Artificial intelligence as a catalyst for self-directed learning in an open and distance e learning (ODeL) university in South Africa

In this study I explored how artificial intelligence (AI) can foster self-directed learning (SDL) in an open and distance e learning (ODeL) university in South Africa. In accompanying rapid technological progress, AI provides opportunities for personalised learning, adaptive feedback and independent learning experiences. I adopted a qualitative research approach, conducted semi-structured interviews with 4 academics, and held a virtual focus group discussion with 10 fourth-year B.Ed. students who had been purposively sampled from a South African ODeL university. Data were analysed through thematic analysis. The findings reveal that AI enhances SDL in ODeL environments by providing personalised feedback, increasing engagement, and improving skills such as language acquisition and self-evaluation. However, concerns such as the risk of over-dependence on AI, instances of academic dishonesty and inaccuracies of AI-produced content necessitate a cautious approach to its implementation. The research emphasises that AI should be used as a supplementary resource rather than a replacement for educators. It serves as a tool to enrich learning experiences, although we should address its potential drawbacks to ensure fair and effective use in ODeL contexts.