Generative AI-driven personalization of the Community of Inquiry model: enhancing individualized learning experiences in digital classrooms
| Type of work | Journal |
| Journal | The International Journal of Information and Learning Technology Volume 42, Issue 3, Pages 296–310 |
| Original Publication | 2025 |
| Country | United States, North America |
ABSTRACT
Purpose – This paper explores the integration of generative artificial intelligence (GenAI) into the Communityof Inquiry (CoI) framework, focusing on how GenAI can dynamically personalize online learning
environments. The study aims to examine how GenAI can enhance social, cognitive and teaching presence,
thus meeting the diverse needs of individual learners and improving engagement in digital classrooms.
Design/methodology/approach – The paper employs a conceptual approach, building on existing literature
about the CoI framework and GenAI. It proposes a theoretical model that illustrates how GenAI can personalize
social, cognitive and teaching presence in real-time, using engagement patterns, performance data and feedback
mechanisms to adapt learning pathways for individual students.
Findings – The study finds that GenAI can significantly enhance personalized learning by dynamically
adjusting the CoI framework’s elements. GenAI-driven interactions improve student engagement through
personalized prompts and adaptive content delivery, while AI-generated feedback provides timely and
individualized support, fostering a more responsive and student-centered learning experience.
Practical implications – For educators, the integration of GenAI into the CoI framework offers scalable
solutions for personalized instruction and feedback. Institutions can leverage AI-driven insights to create more
adaptive, learner-centered environments that improve learning outcomes, satisfaction and engagement,
especially in large-scale online courses.
Social implications – The paper highlights the potential for AI-driven education to bridge gaps in personalized
learning, promoting equity and inclusivity. However, it also addresses ethical concerns such as data privacy,
algorithmic bias and the digital divide, urging careful implementation to ensure that AI enhances rather than
undermines educational fairness.
Originality/value – This paper provides a novel perspective on the intersection of GenAI and the CoI
framework, proposing a unique conceptual model for AI-enhanced online education. It offers valuable insights
for educators, researchers and institutions aiming to create more personalized, effective and inclusive digital
learning environments.
Keywords Social presence, Teaching presence, Personalized learning,
Generative artificial intelligence (GenAI), Cognitive presence, Community of Inquiry (CoI)
Paper type Conceptual paper
| CoI focus | Full model |
| Study design | Conceptual |
| Contribution | Conceptual |
| Sample size | Not applicable |
| Study aim | "This paper explores the integration of generative artificial intelligence (GenAI) into the Community of Inquiry (CoI) framework, focusing on how GenAI can dynamically personalize online learning environments. The study aims to examine how GenAI can enhance social, cognitive and teaching presence, thus meeting the diverse needs of individual learners and improving engagement in digital classrooms." |
| Finding | "- GenAI can enhance social presence via personalized discussion prompts and peer-matching. - GenAI can tailor cognitive presence by adjusting learning complexity and offering real-time feedback. - Teaching presence can be scaled through AI-driven feedback and instructional recommendations." |
| Published at | United States |
| Language | English |
| ISSN | e-ISSN: 2056-4899; p-ISSN: 2056-4880 |
| Refereed | Yes |
| DOI | 10.1108/IJILT-10-2024-0240 |
| URL | https://www.emerald.com/insight/2056-4880.htm |
| Export | BibTex · EndNote · Tagged XML · Google Scholar |
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