Examining non-traditional online learners’ ownership of learning in the context of ChatGPT-facilitated design

Abstract

Abstract Generative artificial intelligence (GenAI) offers potential solutions to educational challenges by personalizing learning experiences for diverse learners. However, it also introduces complexities around issues of ownership of learning. As an indicator of empowered learning, ownership is a multifaceted but underexplored concept. In this study, the authors adopted a mixed-methods multiple-case study design to explore non-traditional online students’ perceived ownership of learning when using ChatGPT for instructional design. The authors adopted the psychology ownership construct consisting of self-efficacy, accountability, belongingness, and self-identity as the theoretical framework. Findings revealed students’ prior AI experiences and educational levels played a significant role in their perceived ownership. In contrast, no significant differences were observed for students in different learning modalities (synchronous vs. asynchronous) or with different neurodivergent conditions. This multiple-case study also explored how students used ChatGPT within and outside the courses, perceived challenges, and the role of GenAI in promoting educational equity from students’ perspectives. As one of the first studies exploring students’ ownership of learning in GenAI-facilitated educational contexts, the implications for practice and research were discussed.

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