The way we learn and therefore the way we must teach is changing rapidly.
At the heart of this recent change lies Generative AI (GenAI), a technology that allows students to both learn and demonstrate their learning in entirely new ways.
This disruption has created a transformative moment in education, and this new interplay between technology, learning, and assessment requires a rethinking of pedagogical practices and learner experiences.
A key question we have heard from educators is: “How can we creatively empower students to harness the full potential of GenAI, while protecting against the risks it may pose?”
Our team at Coursera conducted research to understand how our learners are using GenAI tools like ChatGPT in their learning.
We sought perspectives about the extent to which use cases and behaviors helped or hindered learners.
To adapt and evolve pedagogy to the changing learning landscape driven by GenAI, we conducted research to:
Understand specific behaviors for learners leveraging GenAI in assessments
Understand the spectrum of use cases and learner behaviors where GenAI could help or hinder learning
Our research uncovered examples of learners leveraging GenAI to support their own learning in ways that mimic the pedagogical strategies of instructors, including differentiation, active learning, and metacognition.
Read further for some key insights highlighted in learner case studies and discover how you, as educators, may be able to use GenAI to augment your teaching and learning.
N/B learner names have been changed to protect the identity of learners.
Sample prompts mirror learner prompts from research but are not written verbatim.
Learner Case Study 1
How Shira Created a Personalized Example to Clarify Concepts
Problem: Trouble understanding unfamiliar terminology and relating it back to examples provided to explain concepts.
Shira’s Story: As part of our learner research, we discovered Shira, who was struggling with understanding new terminology and connecting core concepts to the examples used in her course.
In lectures and readings, sports and pop-culture references—which were unfamiliar to her—were often used as analogies and in examples when teaching important topics.
Prior to the easy accessibility of GenAI, Shira may have just accepted this struggle as part of her learning journey.
Possibly, she may have tried to overcome this roadblock by seeking additional help from an instructor or a peer, or by using the internet to seek alternatives.
Now, to help her continue her learning journey in the moment, Shira leverages GenAI by asking it to clarify the framing of specific difficult concepts and by creating unique examples more personalized and relevant to her.