Transforming Distance Learning with Artificial Intelligence in Remote Areas of Norway During the Pandemic
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Abstract
Education is crucial for societal development, especially in remote areas with limited access to quality resources. The integration of artificial intelligence (AI) in education has emerged as a transformative solution to bridge educational gaps, particularly highlighted by the challenges of distance learning during the COVID-19 pandemic in Norway. This research employs a mixed-methods approach to investigate the potential of AI to enhance curriculum adaptation and student engagement in remote educational settings. Through qualitative interviews and quantitative surveys, the study explores the experiences and perceptions of students and teachers regarding AI technologies, such as intelligent tutoring systems and adaptive learning platforms. The findings reveal that AI can provide personalized learning experiences, improve engagement, and address barriers related to motivation and connectivity. Additionally, the research identifies the specific challenges faced by educators and students in remote areas and offers insights into effective strategies for integrating AI into educational practices. The implications of this study contribute to the development of innovative solutions that promote equitable access to education and improve learning outcomes in under-resourced contexts. As educational stakeholders navigate the post-pandemic landscape, leveraging AI technologies presents a timely opportunity to reshape educational practices in remote communities across Norway and beyond.
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References
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