Learning in a partnership triangle of teacher, students and AI: Explorative studies

The digitalisation of higher education and, in particular, the use of artificial intelligence (AI) may hold great potential for further developing teacher-student relationships. Concerning AI-supported self-study, however, higher education first needs to answer the question of what role teachers can and should play in these scenarios. Using the “HAnS” intelligent assistance system for higher education as a case study, this paper discusses how AI can affect the distribution of roles in self-study from the teacher perspective. To this end, I present the results of two explorative studies and discuss what teachers identify as AI’s potential and barriers to self-regulated learning and student participation.