IJHEM 2054-9849 2054-9857 https://doi.org/10.24052/IJHEM/ 17 Volume 09 Issue 02 2023-08-01

93 https://ijhem.com/details&cid=93 2023-09-04 Addressing the ongoing deficit in technical skills and talent necessitates an effective management approach that can harness the power of accelerating innovation. In response to the challenge, this paper presents a comprehensive learning model called Citizen Development Andragogy (CDA), specifically tailored for adult learners. CDA is an integrative learning framework, designed for an array of academic programs from micro-credentialing to four-year degrees, which combines leading-edge technology, such as low-code tools and platforms and generative AI, design thinking for creativity, and the institutionally oriented, knowledge-based dynamic capabilities (KBDC) model. Additionally, CDA is epistemologically rooted in the individually focused constructivist learning theory, providing a consistent structure that caters to the learning needs of working adults, enhancing their ability to conceive, design, build, and implement digital solutions. The andragogical learning theory is designed for adult learners and has important implications regarding teaching and program differences for reaching traditional aged college students, emerging learners, versus more seasoned individuals. Emerging strategic components conveyed in this paper—via a discursive style—represent some first steps towards considering and building a citizen development andragogy. An initial CDA framework conceptualization is detailed in this paper, which explores its theoretical constructs, practical considerations, current limitations, and it also shares insights from early implementation efforts, and presents a variety of potential future research avenues. Importantly, the paper emphasizes CDA's role as an accessible gateway for introducing citizen development into adult education and upskilling programs. In a broader societal context, citizen development, facilitated by CDA, can serve as a vital influencer for larger 'citizen' involvement movements like citizen scientists, human rights observers, and environmentalists. As such, an effective, scalable CDA prototype has the potential to yield meaningful benefits, empowering individuals, and organizations to achieve impact on an unprecedented scale, ultimately benefitting society at large Abrell, T. (2016). Design thinking and Corporate Entrepreneurship: An Integration and Avenues for Future Research. In W. Brenner & F. Uebernickel, F. (Eds) (2016). Design thinking for Innovation | Research and Practice (pp. 25-39). New York, NY: Springer. Accelerate software development utilizing citizen developers | Citizen development: five keys to success (n.d.). Retrieved on February 3, 2023 from https://www2.deloitte.com/us/en/pages/operations/articles/5-keys-to-success-with-citizen-developers.html Acklin, C. (2013). 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94 https://ijhem.com/details&cid=94 2023-09-04 There are different opinions existing about the leadership crisis relating to the quality of education (Muenjohn, Pimpa, Montague, & Qin, 2016). Several authors believe that the role of contemporary business in HE plays a significant role in resolving the leadership crisis (Muenjohn, Pimpa, Montague, & Qin, 2016; Bettinger & Loeb, 2017; Grincewicz, 2017). The focus of HE in this field also presents significant challenges to those who are responsible for developing the leadership curriculum in the HE context (Muenjohn, Pimpa, Montague, & Qin, 2016). Literature shows that business schools have long struggled with the problem of teaching leadership and developing suitable curricula to help graduates become skilled leaders, primarily through online programs (Muenjohn, Pimpa, Montague, & Qin, 2016). Moreover, with the coronavirus disease pandemic of 2019 (COVID-19) crisis, the online platform has proven to be an effective education delivery tool, but COVID-19 has challenged education for learners of all ages (Hoofman & Secord, 2021). Relatively little research has explored the way students’ performance in non-profit institutions is influenced by participating in an online course versus face-to-face course. As a result of research completed on this topic, it is evident more in-depth information is needed regarding evidence to understand the impact of online learning versus face-to-face learning today and their effect on students’ performance. The purpose of this quantitative study was to compare the way students’ performance in non-profit institutions is influenced by participating in an online course versus face-to-face course. The Online and Face-to-face Education Evaluation Tool (OFFEET), developed by this researcher, was chosen as the measurement instrument for this study. Participants of this study were university students at non-profit universities/colleges, for this study, there were 314 participants. One-way multivariate ANOVAs were computed with scores on the researcher-developed instrument, OFFEET and the independent variables (i.e., two covariates (gender and age), household income, type of device used, and region within the United States. The results of this research determined that there is a statistically significant difference in the relationship between online versus face-to-face student performance in nonprofit universities. Allen, E. I., & Seamen, J. (2014). GRADE CHANGE: TRACKING ONLINE EDUCATION IN THE UNITED STATES. Pearson and the Online Learning Consortium, 1-40. Bettinger, E. P., Fox, L., Loeb, S., & Taylor, E. S. (2017). Virtual Classrooms: How Online College Courses Affect Student Success. The American Economic Review, 2855-2875. Bettinger, E., & Loeb, S. (2017). Promises and pitfalls of online education. 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95 https://ijhem.com/details&cid=95 2023-09-04 For university administrators creating an engaging online course where students feel part of an online community can be challenging even for the most experienced online educator. Online discussions are a common tool used to connect students in online courses, but it is often limited to text-based posts. This research paper will compare the use of text-based versus video-based discussions in online courses to ascertain students’ perceptions of social presence in the course room. This paper will discuss which method of discussion would be an appropriate exchange for a live classroom discussion, this is not always the case online. Research has demonstrated that text-based discussions often do not promote genuine communication and an alternative to text-based discussion forums is video-based discussion. The strategy of text-based discussion is employable in most popular learning management systems such as Canvas or Blackboard or with a variety of other tools such as YouTube or Voice thread to accommodate the use of video discussion in online courses. Researchers have been keenly exploring the implications of these two formats on engagement, comprehension, and overall effectiveness. This study delved into the key findings from community experiences by online students comparing and contrasting text-based and video-based discussions, examining their impact, and shedding light on their relative advantages and disadvantages. The purpose of this research paper was to compare the sense of community experienced by online students taking part in text-based versus video-based discussions. The implications of this study indicated that most of the students reported that they preferred text-based discussions; however, the students in this study felt video-based discussion boards promoted the ability to form connections with their learning community Camus, M., Hurt, N. E., Larson, L. R., & Prevost, L. (2016). Facebook as an online teaching tool: Effects on student’s participation, learning, and overall course performance. College Teaching, 64(2), 84-94. Clark, C., Strudler, N., & Grove, K. (2015). Comparing asynchronous and synchronous video vs. text-based discussions in an online teacher course. Online Learning, 19(3), 48–69. http://dx.doi.org/10.24059/olj.v19i3.668 Cooke, N. (2016). Information sharing, community development, and deindividuation in the eLearning domain. Online Learning, 20(2), 244–261. Cook, M., Dickerson, D. L., Annetta, L. A., & Minogue, J. (2011). In-service teachers' perceptions of online learning environments. Quarterly Review of Distance Education, 12(2), 73-79. Cummins, M., Rajan, N. S., Hodge, C., & Gouripeddi, R. (2016). Patterns and perceptions of asynchronous video discussion in a graduate health sciences course. Journal of Nursing Education, 55(12), 706–710. Denison, L., & Shurts, L. M. (2019). RN to BSN students’ communication satisfaction with asynchronous discussion forums: Audio-video versus text-based responses. Journal of Nursing Education and Practice, 9(1), 98–104. https://doi. org/10.5430/jnep. v9n1p98 Dixon, C. S. (2014). The three e's of online discussion. Quarterly Review of Distance Education, 15(1), 1-8. Garrison, D., Anderson, T., & Archer, W. (2009). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(21), 7-23. Henrikson, R. (2020). Using online lectures to promote engagement: Recognising the self-directed learner as critical for practical inquiry. Journal of Open, Flexible & Distance Learning, 24(1), 17-32. Krentler, K. A., & Willis-Flurry, L. A. (2005). Does technology enhance actual student learning? The case of discussion boards. Journal of Education for Business, 80(6), 316-321. Littlefield, M. B., & Bertera, E. M. (2004). A discourse analysis of online dialogs in social work diversity courses, topical themes, depth, and tone. Journal of Teaching in Social Work, 24(3/4), 131-146. Martínez-Cerdá, J., Torrent-Sellens, J., & González-González, I. (2018). Promoting collaborative skills in an online university, comparing the effects of games, mixed reality, social media, and other tools for ICT-supported pedagogical practices. Behavior & Information Technology, 37(10/11), 1055–1071. Matsumura, L. C., Zook, H. D., Bickel, D. D., Walsh, M., & Correnti, R. (2019). Harnessing the power of video to increase classroom text discussion quality. Reading Teacher, 73(1), 65-74. Molnar, A. L., & Kearney, R. C. (2017). A comparison of cognitive presence in asynchronous and synchronous discussions in an online dental hygiene course. Journal of Dental Hygiene, 91(3), 14-21. Purarjomandlangrudi, A., Chen, D., & Nguyen, A. (2016). Investigating the drivers of student interaction and engagement in online courses: A study of state-of-the-art. Informatics in Education, 15(2), 269–286. https://doi. org/10.15388/infedu.2016.14 Sage, M. (2013). Distance guest speakers in online synchronous classrooms: Practical and legal considerations. Journal of Teaching in Social Work, 33(4/5), 385-392. Seaman, J. E., Allen, E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States. Babson Survey Research Group. https://bayviewanalytics.com/reports/gradeincrease.pdf Vess, D. (2005). Asynchronous discussion and communication patterns in online and hybrid history courses. Communication Education, 54(4), 355-364. https://ijhem.com/cdn/article_file/2023-09-04-09-41-03-AM.pdf Gabriel De Freitas Iris Billy Charles Crain online learning online discussions video-based discussions text-based discussions community of learners 13783 33 1

96 https://ijhem.com/details&cid=96 2023-09-04 Education plays a crucial role in ensuring political stability and driving socio-economic progress within a country. However, the presence of varied education systems offering distinct forms of instruction has resulted in an uneven educational framework. The researchers conducted an examination of Pakistan's education system, its operational mechanisms, and associated challenges, utilizing a mixed methodology. Within the quantitative segment, the researchers employed a survey technique alongside a questionnaire to gather data from a sample of 450 participants through a multi-stage systematic sampling approach. For the qualitative phase, the researchers employed an interview guide to engage 40 participants, including university-level teaching staff and students. The findings of the current investigation reveal that education serves as a catalyst for political stability by instilling a sense of national rights and responsibilities among individuals. This heightened awareness subsequently fosters cooperation, participation, and harmony. Furthermore, education molds individuals' characters, enabling their active participation in societal affairs. It emerges as a fundamental tool for empowerment, promoting human rights and gender parity Afzal, M., Butt, A. R., Akbar, R. A., & Roshi, S. (2013). Gender Disparity in Pakistan: A case study of Middle and Secondary education in Punjab. Journal of Research and Reflections in Education, 113-124. Ahmad, P. D. (2012). Universal quality education: A challenge to the whole world. Islamabad: National Book Foundation. Aral, A., & Aziz, S. A. (2013). Impact of socio-economic status on the enrollment of girl’s students in Public sector schools of district west Karachi. Education Research International, 2(3). Ashraf, M. (1983). “An Evaluation of Existing Supervision Practices in Pakistan.” p. 120-126). Lahore: Pakistan Government of Punjab (2002). “Examination and Continuous Assessment”. Lahore: Directorate of Staff Development Government of Pakistan (2001). “Technical group Meeting on Devolution and Decentralization, Implementation for the Education Sector.” Ministry of Education, Islamabad, Pakistan Hamid, A., Akram, N., & Shafiq, M. (2013). Inter and Intra provincial educational disparities in pakistan. Pakistan Journal of Social Sciences, 33(2), 447-462. Hoodbhoy, P. (1998). “Education and the State: Fifty Years of Pakistan”. Karachi: Oxford University Press. Hussain, I. (2005). Education, Employment and Economic Development in Pakistan. Woodrow Wilson Center. Washington D.C. Khalid, T. (1998). “Education: An Introduction to Educational Philosophy and History”. National Book Foundation, Islamabad, Pakistan pp.22.35 Khan, A. H. (1997). Education in Pakistan: Fifty years of neglect. The Pakistan Development Review, 647-667. Khan, M.A. (1998). “An Appraisal of Supervisory Practices in the Schools of District Attock”.  (Unpublished thesis), University of Arid Agriculture, Rawalpindi, Pakistan. pp.33-45. Mohanty, B. (1990). “School Administration and Supervision”. Deep and Deep Publication. Rajouri Garden, New Delhi, India. pp.20-33 Mushtaq, M., & Alam, M. T. (2014). To study the problems faced by the administration of Private school’s department of Education. Academic research International, 5(2). Mushtaq, M., & Kayani, D. M. (2013). The Changes and Challenges of Secondary Level Teachers Education in Pakistan: A Training Perspective. International Journal of Academic Research in Business and Social Sciences, 3(12). Noll, J. W. (2006). Taking sides: Clashing views on educational issues. Dushkin: Mc Graw-Hill. Panunzio, C. (1939). Major Social Institutions: An Introduction. New York: The Macmillan Company.  Rao, D. T. (2000). Education and Morality in India. New Delhi: Kaveri books. Rasheed, M. (2004). “Educational Administration and Supervision”. Allama Iqbal Open University, Islamabad, Pakistan. pp.145-166 Rehman, T. (2004). Denizen of Alien worlds: A study of Education, Inequality, and polarization in Pakistan. Pakistan: Oxford University Press. Rehman, T. (2005). Passports o privilege: The English medium schools in Pakistan. Peace and democracy in south Asia, 1(1), 24-44. Saeed, M. (2007). Education system of Pakistan ad UK: Comparison in context to inter-provincial and inter Countries Reflection. Bulliten of Education & Research, 43-57. Saleem, M. (2002). Basic education the british right of every child. Lahore: Sang-e-meel publications. Saleem, M. (2002). “Facts and figures”. Agha Khan Gee Printers, Islamabad, Pakistan. pp.07-10 Salik, M., Zhiyong, Z., & Guoyuan, S. (2014). Making people employable: Reforming higher education in China and India. Acadamic Research International, 5(2), 277-291. Shah, D. (2003). “Decentralization in the Education System of Pakistan: Policies and Strategies”. Academy of educational Planning Management. Islamabad, Pakistan. pp.18-23 Shahzadi, R & Perveen, K (2002). “An Evaluation of New Educational Structure”. (Unpublished thesis). The University of Punjab, Lahore, Pakistan. pp. 65-68 Siddiqui, S. (2007). Rethinking Education in Pakistan. Karachi: Paramount Publishing Enterprise. Siddiqui, S. (2012). Education, Inequalities, And Freedom. Lahore, Pakistan: Narrative Publication. Weiner, & Noman. (1996). The child state in India and Pakistan. New Delhi: Oxford University press. Zafar, M. (2003). “Fiscal Devolution in Education”. Case study Reflecting Initial Responses. Ministry of Education, Islamabad, Pakistan. pp.34-41 https://ijhem.com/cdn/article_file/2023-09-04-09-46-49-AM.pdf Zohaib Hassan Sain Education Challenges Political Stability Quality of Teaching and Learning Recommendations. 13453 32 2

97 https://ijhem.com/details&cid=97 2023-09-04 Service-learning is a teaching approach that gives students opportunities to participate in a service that meets community needs as well as being relevant to the curriculum content and to reflect on the service-learning activity/activities and experience. While the discipline specific content is determined by the National Approved Curriculum for the respective Degree, Diploma or Certificate programme, activities which contribute towards concretising concepts and thus, marry theory with real-life challenges are jointly designed and agreed upon by the subject lecturer and the specific community partner. As pre-service teachers engage in service-learning activities, they experience personal and professional growth through: (i) taking leadership roles in service-learning activities; (ii) exposure to- and awareness of the real-life environment in which the 21st Century teaching profession has to operate; (iii) engaging in and participating in authentic real-life centred teaching practices; (iv) acquisition of new dispositions necessary for a 21st Century teacher; and (v) exposure to- and the relevance of service-learning as a teaching/learning pedagogy. Therefore, this study is a literature review of a range of some of the existing work on service-learning and it collates and brings together key components of service-learning, its benefits, and challenges. The implications of service-learning in Teacher education programmes are that curriculum content should be questioned regarding its relevance in modern day society, how well it prepares pre-service teachers for teaching skills and needs of a rapidly changing economy and society, and that education should take place in an authentic learning environment where community service activities are integrated with the academic curriculum Anderson, JB 2000, ‘Learning indeed: Service-learning and preservice teacher education’, Service Learning, General. ECS Issue Paper 16. Education Commission of the States: Denver, CO. Available online: http://digitalcommons.unomaha.edu/slceslgen/16 Accessed on 21/09/21. Bringle, RG & Hatcher, JA 1996, ‘Implementing service learning in Higher Education’, The Journal of Higher Education, vol. 67, no. 2, pp. 221-239. Brookfield, S 1995, Becoming a Critically Reflective Teacher. San-Francisco: Jossey-Bass. Capella-Peris, C, Gil-Gomez, J & Chiva-Bartoll, O 2020, ‘Innovative analysis of service-learning effects in physical education: A mixed-methods approach’, Journal of Teaching in Physical Education, vol. 39, no. 1, pp. 102-110. Carrington, S and Saggers, B 2007, ‘Service-learning informing the development of an inclusive ethical framework for beginning teachers’, Teaching and Teacher Education, vol.24, pp. 795-806.  Castle, J & Osman, R 2003, ‘Service learning in teacher education: an institutional model for an emerging practice’, South Africa Journal of Higher Education, vol.17, no. 1, pp. 105-111. Chambers, D & Lavery, S 2017, ‘Introduction to service-learning and inclusive education. Service-Learning: Enhancing Inclusive Education’, International Perspectives on Inclusive Education, vol.12, pp.3-19. https://doi.org/10.1108/S149-363620170000012001 Chiva-Bartoll, O, Gil-Gomez, J & Capella-Peris, C 2020, ‘Effects of service learning on physical education teacher education students’ subjective happiness, prosocial behaviour and professional learning’, Frontiers in Psychology, vol. 11, Article 331, pp. 1-9. DOI: 10.3389/fpsyg.2020.00331  Daniels, KN, Patterson, G & Dunston, Y 2015, ‘Rules of engagement: A service-learning pedagogy for pre-service teacher education’, Available online: https://www.mesacc.edu/community-civic-engagement/journals/rules-engagement-service-learning-pedagogy-pre-service-teacher      Accessed on 21/09/21. Dewey, J 1938, Experience, and education. New York: Macmillan Company. Furco, A 1996, Service-learning: A balanced approach to experiential education. In The National Corporation for National Service (ed) Expanding Boundaries: Service and Learning, pages 2-6. Washington DC, Corporation for National Service. Galvan, C & Parker, M 2011, ‘Investigating the Reciprocal Nature of Service-Learning in Physical Education Teacher Education’, Journal of Experiential Education, vol.34, no. 1, pp. 55–70. Gibbs, G 1988, Learning by Doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford. Harfitt, G 2018, ‘The role of the community in teacher preparation: Exploring a different pathway to becoming a teacher’, Frontiers in Education, vol. 3, Article 64, pp. 1-13. DOI: 10.3389/feduc.2018.00064 . Hildenbrand, S & Schultz, S 2015, ‘Implementing service learning in pre-service teacher coursework’, Journal of Experiential Learning, vol.38, no. 3, pp. 262-279. Jasper, M 2013, Beginning reflective practice (2e).  Cengage Learning EMEA, Hampshire. Kolb, DA 1984, Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. McKenna, M, Anderson, J, Traynor, J & Pedras, M 2004, ‘Service-learning in teacher education: Accomplishments, challenges and promising developments’, Northwest Journal of Teacher Education, vol. 3, Issue 1, Article 10, pp. 73-79. DOI: https://doi.org/10.15760/nwjte.2004.3.1.10 Petker, G & Petersen, N 2014, ‘Service learning in foundation phase teacher education: Experiential learning opportunities for student teachers’, South African Journal of Childhood Education, vol. 4, no. 3, pp. 122-135. Resch, K & Schrittesser, I 2021, ‘Using the service-learning approach to bridge the gap between theory and practice in teacher education’, International Journal of Inclusive Education, DOI: 10.1080/13603116.2021.1882053 Available online: https://doi.org/10.1080/13603116.2021.1882053 Accessed on 06/09/21 . Rolfe, G, Freshwater, D & Jasper, M 2001, Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan. Schön, DA,1991, The reflective practitioner: How professionals think in action. Aldershot: Ashgate Publishing Ltd. Şimsek, MR 2019, ‘The impact of service-learning on EFL Teacher candidates’ academic and personal development’, European Journal of Educational Research, vol.9, no. 1, pp. 1-17. University of Hull LibGuides 2023, Reflective writing: Reflective frameworks. Available online: https://libguides.hull.ac.uk/reflectivewriting/reflection3#List Accessed on 16 June 2023 Should be written as &. This should be underlined to be consistent with the other source below, i.e. the one by Resch, K & Schrittesser I. This should not be in bold so that it can be consistent with the other references above. Remove the comma.  This should be n bold just like the others above.  If there is some space, this should be put above after the online link https://ijhem.com/cdn/article_file/2023-09-05-09-56-57-AM.pdf Tsitsi Effie Mutambara Community partners. Pre-service teachers. Reflection. Service-learning 14583 34 2

98 https://ijhem.com/details&cid=98 2023-09-22 Artificial intelligence (AI) approaches offer effective support for online learning and teaching, including personalizing learning for students, automation for instructors’ routine tasks, and fueling personalized appraisals of students. However, while the opportunities for AI are promising, the impact of AI systems on the culture of expectations and interactions between students and instructors are still vague. In online learning, learner–instructor interaction has a profound impact on students’ satisfaction and learning outcomes. Therefore, identifying how students and instructors perceive the impact of AI systems on their interaction is important to identify any gaps, challenges, or barriers preventing AI systems from achieving their intended potential and risking the safety of these interactions. This study becomes pertinent especially at a time where the COVID-19 pandemic has changed the education field and how knowledge was being transferred traditionally. As online and remote leaning platforms are being used at a high rate, and due to the lack of research to understand how each party perceives the role Artificial Intelligence plays has provided the need for this original study. For the purposes of this research paper and to address this need we will conduct interviews with 10 graduate online students and 2 instructors on their perception of AI in online learning. Al Darayseh, A. (2023). Acceptance of artificial intelligence in teaching science: Science teachers’ perspective. Computers and Education: Artificial Intelligence, 4(4), 4-8  https://doi.org/10.1016/j.caeai.2023.100132  Bajaj, M., & Li, J. (2020). Students and faculty express concerns about online exam invigilation amidst COVID-19 outbreak. Retrieved May 8, 2023, from        https://www.ubyssey.ca/news/Students-express-concerns-about-online-exams/ Chen, X., Zou, D., Xie, H., Cheng, G., & Liu, C. (2022). Two Decades of Artificial Intelligence in Education: Contributors, Collaborations, Research Topics, Challenges, and Future Directions. Educational Technology & Society, 25(1), 28–47. Cruz-Benito, J., Sánchez-Prieto, J. C., Therón, R., & García-Peñalvo, F. J. (2019). Measuring students’ acceptance to AI-driven assessment in eLearning: Proposing a frst TAM-based research model. In: International conference on human–computer interaction (pp. 15–25). Springer, Publishing Company. New Y, NY. Felix, C. V. (2020). The role of the teacher and AI in education. In: International perspectives on the role of technology in humanizing higher education. Emerald Publishing Limited.  Bingley, UK Guilherme, A. (2019). AI and education: The importance of teacher and student relations. AI & Society, 34(1), 47–54. Kang, M., & Im, T. (2013). Factors of learner–instructor interaction which predict perceived learning outcomes in an online learning environment. Journal of Computer Assisted Learning, 29(3), 292–301. Kassymova, G. K., Malinichev, D. M., Lavrinenko, S. V., Panichkina, M. V., Koptyaeva, S. V., & Arpentieva, M. R. (2023). Ethical Problems of   Digitalization and Artificial Intelligence in Education: A Global Perspective. Journal of Pharmaceutical Negative Results, 14(1), 2150–2161.            https://doi.org/10.47750/pnr.2023.14.S02.254 Laura, R. S., & Chapman, A. (2009). The technologisation of education: Philosophical reflections on being too plugged in. International Journal of        Children’s Spirituality, 14(3), 289–298. Li, S., & Gu, X. (2023). A Risk Framework for Human-centered Artificial Intelligence in Education: Based on Literature Review and Delphi–AHP Method. Educational Technology & Society, 26(1), 187–202. Lin, C.-H., Yu, C.-C., Shih, P.-K., & Wu, L. Y. (2021). STEM based Artificial Intelligence Learning in General Education for Non-Engineering Undergraduate Students. Educational Technology & Society, 24(3), 224–237. Loi, D., Wolf, C. T., Blomberg, J. L., Arar, R., & Brereton, M. (2019). Co-designing AI futures: Integrating AI ethics, social computing, and design. In: Companion   publication of the 2019 on designing interactive systems conference 2019 companion (pp. 381–384). Association for Computing MachineryNew York, NY, Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. In: Proceedings of the 2020 CHI conference on human factor in computing systems (pp. 1–16). https://chi2020.acm.org/ Roll, I., & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26(2), 582–599. Seo, K., Fels, S., Yoon, D., Roll, I., Dodson, S., & Fong, M. (2020b). Artificial intelligence for video-based learning at scale. In Proceedings of the Seventh ACM Conference on Learning@ Scale (pp. 215–217 Virtual Event USA August 12 - 14, 2020 Seo, K., Tang, J., Roll, I. et al. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal of Education Technology Higher Education, 18(1), 54. https://doi.org/10.1186/s41239-021-00292-9 Touretzky, D., Gardner-McCune, C., Martin, F., & Seehorn, D. (2019). Envisioning AI for K-12: What should every child know about AI? In: Proceedings of theAAAI conference on artificial intelligence, 33(1), 9795–9799. Williamson, B., & Eynon, R. (2020). Historical threads, missing links, and future directions in AI in education. Learning, Media, and Technology, 45(3), 223–235. Wogu, I. A. P., Misra, S., Olu-Owolabi, E. F., Assibong, P. A., Udoh, O. D., Ogiri, S. O., & Damasevicius, R. (2018). Artificial intelligence, artificial teachers, and the fate of learners in the 21st century education sector: Implications for theory and practice. International Journal of Pure and Applied Mathematics, 119(16),        2245–2259 Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39 Zimmermann-Niefield, A., Turner, M., Murphy, B., Kane, S. K., & Shapiro, R. B. (2019). Youth learning machine learning through building models of athletic moves. In Proceedings of the 18th ACM international conference on interaction design and children (pp. 121–132), Boise, ID, USA, June 12-15, 2019 https://ijhem.com/cdn/article_file/2023-09-22-00-30-11-AM.pdf Iris Billy Hannah Anush Artificial intelligence Boundary Learner–instructor interaction Online learning 17359 71 15