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How to cite this paper
APA: Alshahrani, A. (2023). The impact of ChatGPT on blended learning: Current trends and future research directions. International Journal of Data and Network Science, 7(4), 2029-2040.
Chicago/Turabian: Alshahrani, A. 2023. "The impact of ChatGPT on blended learning: Current trends and future research directions." International Journal of Data and Network Science 7, no. 4 (2023): 2029-2040.
AMA: Alshahrani, A. The impact of ChatGPT on blended learning: Current trends and future research directions. International Journal of Data and Network Science. 2023;7(4):2029-2040.
References
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Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for edu-cational practice and research. Innovations in Education and Teaching International, 1-15.
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Kalla, D., & Smith, N. (2023). Study and Analysis of Chat GPT and its Impact on Different Fields of Study. International Journal of Innovative Science and Research Technology, 8(3).
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Kizilcec, R., Williams, J., & Bailenson, J. (2015). Virtual classrooms: How online college courses affect student success. Computers & Education, 88, 14-24.
Lee, J. et al. (2020). A Study on Application of Artificial Intelligence in the Field of Education: Focusing on Blended Learning. Journal of Digital Convergence, 18(7), 429-436.
Lin, J. (2023). ChatGPT and Moodle Walk into a Bar: A Demonstration of AI’s Mind-blowing Impact on E-Learning. Available at SSRN: https://ssrn.com/abstract=4393445.
Liu, S., Liu, S., & Chen, H. (2021). From blended learning to intelligent blended learning: Research trends and future di-rections. Education and Information Technologies, 26(6), 6749-6771.
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Mhlanga, D. (2023). Open AI in Education, the Responsible and Ethical Use of ChatGPT Towards Lifelong Learning. Available at SSRN: https://ssrn.com/abstract=4354422.
Moodle. Moodle. (2023). https://moodle.org/ (accessed June 5, 2023).
Ouriginal. Ouriginal. (2023). https://www.ouriginal.com/ (accessed June 3, 2023).
Racine, M., & Moore, R. (2020). Artificial Intelligence and Education Through a Sustainable Development Lens: Implica-tions for Applying Data Science and Technology to Transform Learning. Journal of Education for Sustainable Devel-opment, 14, 1, 5-20.
Ramalingam, S., Yunus, M. M., & Hashim, H. (2022). Blended learning strategies for sustainable English as a second lan-guage education: a systematic review. Sustainability, 14(13), 8051.
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15.
Zhai, X. (2023). ChatGpt for next generation science learning. XRDS: Crossroads, The ACM Magazine for Students, 29(3), 42-46.
Zhao, X., & Yang, Y. (2021, March). A study on the application of blended teaching to English reading course under the background of artificial intelligence. In IOP Conference Series: Earth and Environmental Science (Vol. 693, No. 1, p. 012019). IOP Publishing.
Alsaleem, B., & Alghalith, A. (2019). Blended Learning Using Artificial Intelligence. IEEE Access, 7, 60275-60285.
Baidoo-Anu, D., and Ansah, L. (2023) Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. SSRN Electronic Journal, 1–22.
Blackboard. Blackboard. (2023). https://www.blackboard.com/teaching-learning/learning-management/mobile-learning-solutions (accessed May 27, 2023).
Caird, S., & Roy, R. (2019). Blended Learning and Sustainable Development. Encyclopedia of Sustainability in Higher Education, Springer, 107-116.
Canvas Network. Canvas Network. (2023). https://www.canvas.net/ (accessed June 4, 2023).
Chen, R. (2022). Effects of Deliberate Practice on Blended Learning Sustainability: A Community of Inquiry Perspective. Sustainability, 14(3), 1785.
Chen, Y., Jensen, S., Albert, L. J., Gupta, S., & Lee, T. (2023). Artificial intelligence (AI) student assistants in the class-room: Designing chatbots to support student success. Information Systems Frontiers, 25(1), 161-182.
Chong, D. (2021). Research on Artificial Intelligence-based English Writing Blended Teaching Mode. Journal of Physics: Conference Series, 1852, 3.
Ciolacu, M., Svasta, P. (2021). Education 4.0: AI Empowers Smart Blended Learning Process with Biofeedback. In Proc. IEEE Global Engineering Education Conference, Vienna, IEEE, pp. 1443–1448.
Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32(3), 444-452.
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., ... & Wright, R. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642.
Emenike, E., Emenike, U. (2023). Was This Title Generated by ChatGPT? Considerations for Artificial Intelligence Text-Generation Software Programs for Chemists and Chemistry Educators. Journal of Chemical Education, 100(4), 1413-1418.
Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Johnson, E. E., & Baah, P. K. (2022). The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education. International Journal of Educational Technolo-gy in Higher Education, 19(1), 1-19.
Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for edu-cational practice and research. Innovations in Education and Teaching International, 1-15.
Fergus, S., Botha, M. & Ostovar, M. (2023). Evaluating Academic Answers Generated Using ChatGPT. Journal of Chemi-cal Education, 100(4), 1672-1675.
Google Classroom. Google Classroom. (2023). https://edu.google.com/workspace-for-education/classroom/ (accessed June 5, 2023).
Haleem, A., Javaid, M.& Singh, R. (2022). An era of ChatGPT as a significant futuristic support tool: A study on features, abilities, and challenges. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 2(4), 100089.
Hassani, H., & Silva, E.S. (2023). The Role of ChatGPT in Data Science: How AI-Assisted Conversational Interfaces Are Revolutionizing the Field. Big Data and Cognitive Computing, 7(2), 62.
Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Khan, I. H. (2023). Unlocking the opportunities through ChatGPT Tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 100115.
Kalla, D., & Smith, N. (2023). Study and Analysis of Chat GPT and its Impact on Different Fields of Study. International Journal of Innovative Science and Research Technology, 8(3).
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274.
Khosravi, F., & Heidari, M. (2019). The role of artificial intelligence in designing a sustainable blended learning system. In Proc. of the 2019 International Conference on Education and E-Learning, Atlantis Press, 44-48.
Kizilcec, R. F., & Halawa, S. (2015, March). Attrition and achievement gaps in online learning. In Proceedings of the sec-ond (2015) ACM conference on learning@ scale (pp. 57-66).
Kizilcec, R., Williams, J., & Bailenson, J. (2015). Virtual classrooms: How online college courses affect student success. Computers & Education, 88, 14-24.
Lee, J. et al. (2020). A Study on Application of Artificial Intelligence in the Field of Education: Focusing on Blended Learning. Journal of Digital Convergence, 18(7), 429-436.
Lin, J. (2023). ChatGPT and Moodle Walk into a Bar: A Demonstration of AI’s Mind-blowing Impact on E-Learning. Available at SSRN: https://ssrn.com/abstract=4393445.
Liu, S., Liu, S., & Chen, H. (2021). From blended learning to intelligent blended learning: Research trends and future di-rections. Education and Information Technologies, 26(6), 6749-6771.
Microsoft Teams. Microsoft Teams. (2023). https://www.microsoft.com/ar/microsoft-teams/group-chat-software?ms.url=teamscom&rtc=1 (accessed June 2, 2023).
Mhlanga, D. (2023). Open AI in Education, the Responsible and Ethical Use of ChatGPT Towards Lifelong Learning. Available at SSRN: https://ssrn.com/abstract=4354422.
Moodle. Moodle. (2023). https://moodle.org/ (accessed June 5, 2023).
Ouriginal. Ouriginal. (2023). https://www.ouriginal.com/ (accessed June 3, 2023).
Racine, M., & Moore, R. (2020). Artificial Intelligence and Education Through a Sustainable Development Lens: Implica-tions for Applying Data Science and Technology to Transform Learning. Journal of Education for Sustainable Devel-opment, 14, 1, 5-20.
Ramalingam, S., Yunus, M. M., & Hashim, H. (2022). Blended learning strategies for sustainable English as a second lan-guage education: a systematic review. Sustainability, 14(13), 8051.
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15.
Zhai, X. (2023). ChatGpt for next generation science learning. XRDS: Crossroads, The ACM Magazine for Students, 29(3), 42-46.
Zhao, X., & Yang, Y. (2021, March). A study on the application of blended teaching to English reading course under the background of artificial intelligence. In IOP Conference Series: Earth and Environmental Science (Vol. 693, No. 1, p. 012019). IOP Publishing.