Online Learning in Saudi HEIs during COVID-19: Embracing Challenges and Artificial Intelligence-Enhanced Opportunities

Abstract

Introduction: Artificial Intelligence (AI) holds significant potential in addressing various challenges within online instruction. This includes personalizing instruction, enhancing content delivery, and managing large-scale virtual classes. This study aims to bridge this gap and illuminate the intricate dynamics. This research paper explores how Saudi university teachers have navigated the transformation and faced challenges during the COVID-19 pandemic, with the added complexity of the integration of AI-driven tools.
Research Aim: This paper aims to fill the gap in understanding the complex dynamics of online learning and the application of AI in Saudi HEIs during the pandemic. Methodology: A qualitative research design was employed, conducting interviews with 13 teachers,
selected through purposive sampling based on their gender, years of teaching, and academic discipline. Thematic analysis was used to interpret the data, and a structured framework was developed to obtain meaningful insights. Findings: The results showed that AI in education supports teachers, focusing on automated AI technologies, including automated assessment, intelligent tutoring, learning analytics, and data mining. AI accelerated online teaching during COVID-19 when the need for online learning became essential.
Conclusion: Regardless of the advantages, there were apprehensions regarding the negative impact of AI on student learning, particularly on creativity and critical thinking, as it may hinder problem-solving skills. The shift towards online learning, as necessitated by the COVID-19 pandemic, brought about an increased emphasis on the student-centered approach to teaching.