Akademik Veri Yönetim Sistemi
Open Praxis, cilt.17, sa.4, ss.830-835, 2025 (ESCI, Scopus)
This scholarly dialogue captures the critical perspective of Dr. Terry Anderson, a foundational theorist in online and distance education, at a time when the field faces a paradigm shift driven by artificial intelligence. The conversation revisits Anderson’s seminal contributions, including the Interaction Equivalency Theorem and the Community of Inquiry (CoI) framework, examining their relevance and limitations in an era where AI can mediate all forms of educational interaction. A central theme emerges from Anderson’s analysis: a sharp distinction between AI’s immense potential in the cognitive domain—offering personalized content and scalable learning support—and its profound inability to replicate the affective and intuitive roles of human teachers and peers. He argues that while AI will dominate cognitive presence, the inspiration, care, and deep social connection vital for motivation remain uniquely human endeavors. Looking forward, Anderson presents a vision where AI’s greatest promise lies in enabling personalized learning and forcing a long-overdue revolution in assessment, potentially scaling ancient methods like the viva voce. However, he issues a stark warning against the risks of information monopolies and highlights the field’s abiding responsibility to ensure equitable access, championing social justice as a core principle for the next generation of online education.