Instructors apply chatbots to support goal setting and social presence in fully online activities¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The authors offer instructors practical suggestions for applying chatbots in teaching and learning, derived from the two studies: “We also provided suggestions for instructors to apply chatbots in teaching and learning.” The strategy involves deploying chatbots to scaffold goal setting before online classes (SMART-based questions) and to provide socially present conversational support during online practice tasks such as EFL listening.

Design Implications¶

Context¶

Requirements¶

• Instructors need a chatbot designed around a relevant framework (e.g., SMART goal setting or the social presence framework) integrated into their fully online course activities.

Constraints¶

Target Learners¶

• higher education students in fully online courses

Target Learning Goals¶

• goal setting, social presence, and engagement in fully online learning

Affordances¶

• Social Presence Framework Three Communication Types

Claims¶

• Chatbot support for goal setting and social presence in fully online activities was evaluated through behavioral engagement from conversation records plus perceptions and interviews [+W]
• Learners in fully online courses reported positive perceived usefulness and perceived ease of use of both a goal-setting chatbot and a learning buddy chatbot [+W]

Related Strategies¶

• Introducing Yourself Via Video
• Design online courses with predictable structure, professionally relevant choice, and substantive instructor discussion facilitation to support learner presence
• Community Building

Examples¶

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Key Sources¶

• Hew, K. F., Huang, W., Du, J., & Jia, C. (2023). Using chatbots to support student goal setting and social presence in fully online activities: learner engagement and perceptions. Journal of Computing in Higher Education, 35, 40–68. https://doi.org/10.1007/s12528-022-09338-x