Published September 30, 2024 | Version CC-BY-NC-ND 4.0
Journal article Open

Leveraging AI to Transform Online Higher Education: Focusing on Personalized Learning, Assessment, and Student Engagement

Creators

  • 1. Assistant Professor, Department of Computer Science and Engineering, Roorkee Institute of Technology, Roorkee,(Haridwar) Uttarakhand, India.

Contributors

Contact person:

  • 1. Assistant Professor, Department of Computer Science and Engineering, Roorkee Institute of Technology, Roorkee,(Haridwar) Uttarakhand, India.
  • 2. Assistant Professor, Department of Management of GRD IMT, Shree Dev Suman University, (Dehradun) Uttarakhand, India.
  • 3. Assistant Professor, Tula's Institute, (Dehradun) Uttarakhand, India.

Description

Abstract: The proliferation of online higher education has underscored the need for innovative approaches to enhance student learning, engagement, and success. This paper explores the transformative potential of artificial intelligence (AI) in revolutionizing online education. By focusing on personalized learning, AI-driven assessment, and student engagement, this research investigates how AI technologies can create tailored educational experiences, optimize learning outcomes, and foster a dynamic online learning environment. The study delves into the implementation of AI-powered tools, such as intelligent tutoring systems, adaptive learning platforms, and predictive analytics, to address individual student needs, provide timely feedback, and promote active participation. Through a comprehensive analysis of the existing literature and emerging trends, this paper aims to identify key challenges, opportunities, and best practices for leveraging AI to optimize online higher education, ultimately contributing to improved student satisfaction, retention, and academic achievement.

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Additional details

Identifiers

DOI
10.35940/ijmh.A1753.11010924
EISSN
2394-0913

Dates

Accepted
2024-09-15
Manuscript received on 21 August 2024 | Revised Manuscript received on 04 September 2024 | Manuscript Accepted on 15 September 2024 | Manuscript published on 30 September 2024.

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