Examining Students' Self-Regulation Skills, Confidence to Learn Online, and Perception of Satisfaction and Usefulness of Online Classes in Three Suggested Online Learning Environments that Integrate ChatGPT.

Younis, Bilal Khallel

This study investigates students' self-regulation skills, confidence to learn online, and perception of satisfaction and usefulness of online classes in three online learning environments that integrate ChatGPT. The participants were 100 undergraduate students from Palestine Technical University Kadoorie registered in the first semester of 2023--2024 academic year within the Faculty of Arts and Educational Sciences. A quasi-experimental design was used to compare three online learning environments that integrate ChatGPT (independent, peer, and group) and students were randomly assigned to these three groups. Three questionnaires were used for data collection. The results showed that the self-regulation levels were high among the participants in these three online ChatGPT groups. However, learning in peer and group environments were more effective in developing self-regulation skills than learning independently. This research also found that the participants in the peer and group learning environments had high levels of confidence to learn online compared to the participants in the independent group. The results also showed that the participants in the peer learning group had the highest scores in perception of satisfaction and usefulness of online classes compared to the participants in the independent and group learning environments. The findings of this study support the notion that integrating ChatGPT within peer groups can enhance students' perception of satisfaction and usefulness of online classes. Therefore, integrating ChatGPT in online peer group settings can bring about a transformative educational experience marked by customized interactions, adaptable content delivery, and enhanced engagement levels.

VIRTUAL classrooms; PSYCHOLOGY of students; CHATGPT; SATISFACTION; CLASSROOM environment; ONLINE education

Online Learning, 2024, Vol 28, Issue 2, p50

2472-5749

Academic Journal

10.24059/olj.v28i2.4397