The Role of Generative AI in SPOC-Making: Student Perception of Partially AI-Generated Learning Resources

Abstract

Abstract Since the introduction and rapid adoption of transformer-based generative Artificial Intelligence (Generative AI) technologies in 2022, such as ChatGPT, course creators have increasingly integrated these tools into learning design and MOOC-making (Massive Open Online Courses). Generative AI is argued to enhance the efficiency of MOOC-making, a time-consuming process. Responding to these shifts, this preliminary study investigates how a team of teacher educators employed generative AI to support the making of two Small Private Online Courses (SPOCs) and how online students perceived and engaged with partially AI-generated learning materials. Generative AI was used to develop various resources such as course texts, introductory paragraphs, images, and digital tests, with instructors adapting and refining the AI outputs. Using a simple quantitative survey approach, the study examines students’ evaluations of the quality, usability, and learning outcomes associated with these resources. The findings suggest that partially AI-generated textual resources are perceived as valuable. Digital tests are also considered useful, although students highlight the need for improved formative feedback mechanisms. In contrast, visual learning resources, such as images and videos, receive lower evaluations, indicating limitations in their ability to support learning. The study concludes that while generative AI can enhance the accessibility and quality of certain online learning materials and contribute to streamlining MOOC-making processes, its overall impact on the student learning experience remains moderate.

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