Firas Tayseer Ayasrah, Khaleel Alarabi, Jihan Yousef, Aprilla Fortuna, Dony Novaliendry, Hanan Nassar Aljermawi
The COVID-19 epidemic has caused significant modifications to the education sector, especially concerning the implementation of distance learning as an online learning modality technique, providing substantial obstacles for students and educators throughout the globe. Within these changing surroundings, implementing artificial intelligence (AI) throughout online courses of study has emerged as an achievable strategy to enhance creativity and effectiveness. powered by artificial intelligence, chat tools provide smooth interaction among educators and students, and based on artificial intelligence, analytics enable vital information into the results of student learning and progress, which enables data-driven decisions to improve instructional methods. However, notwithstanding the possible positive effects of AI for distant learning, issues remain, especially the need for educators to get additional instruction and the requirement to address biases in AI techniques. Understanding teachers' perspectives is vital for efficiently incorporating AI into distant instructional settings. At the same time, ongoing investigation into AI's implications for classroom procedures and outcomes for learners remains essential for shaping the coming years of education. In light of these considerations, this study seems to be about educators' engagement with distance learning during COVID-19-induced closures of classrooms, demonstrating obstacles to utilizing online resources and emphasizing the importance of grasping students' perspectives to refine educational strategies during digitization. © 2024 IEEE.
College of Education, Humanities and Science, Al Ain University, Al Ain, United Arab Emirates; Universitas Negeri Padang, Faculty of Engineering, Padang, Indonesia; Pendidikan Teknik Informatika, Universitas Negeri Padang, Padang, Indonesia; Educational College, Taibah University, Saudi Arabia
