Supporting Adult Learners’ Self-Regulated Learning Through Guided Use of Generative AI
Adult learners are often described as self-regulated and highly motivated, yet many struggle to sustain engagement while balancing full-time work, family responsibilities, and academic demands. Although they have strong autonomy, they still rely on meaningful support from peers and instructors. As generative AI (GenAI) becomes increasingly integrated into professional contexts, adult learners are curious about how these tools can enhance their learning. While concerns remain about reduced learner agency, recent studies suggest that guided and intentional use of GenAI can support motivation and strengthen self-regulated learning (SRL) by helping learners brainstorm, clarify understanding, and engage in reflective dialogue.
This study examined how GenAI can function as a thinking partner to support adult learners’ SRL within the first cycle of an ongoing design-based research project. GenAI was integrated into a fully online course for non-traditional students in a degree-completion program. After completing an AI literacy module in Week 1, students selected from three structured AI-supported strategies, including clarifying understanding, exploring ideas, and seeking feedback, to complete weekly course activities.
Using students’ AI interaction dialogues and end-of-semester reflections, this initial cycle investigated which AI-supported strategies students used most, how the three phases of SRL (forethought, performance, and self-reflection) appeared in their AI dialogues, and what design considerations are needed for future GenAI integration. Based on student experiences and observed patterns of SRL, the presentation will offer recommendations for designing GenAI-enhanced coursework and implications for instructional designers and online instructors who aim to integrate GenAI into adult online learning environments.
Hajeen Choi, Bowling Green State University, US
Dr. Hajeen Choi is an Assistant Teaching Professor in Management & Technology and Instructional Design & Technology programs at Bowling Green State University. She earned her Ph.D. in Instructional Systems and Learning Technologies from Florida State University. Her research focuses on learner motivation and engagement in networked learning, with particular attention to sociocultural and emotional factors that shape participation. She also examines human–AI collaboration to support motivation and knowledge co-construction as a thinking partner.
Daeun Jung, Chungnam National University, KR
Dr. Daeun Jung is a Visiting Scholar at the Education Research Institute at Seoul National University. She earned her Ph.D. in Instructional Systems and Learning Technologies from Florida State University. She currently teaches AI Literacy and Educational Technology at Pai Chai and Soongsil Universities. Her research explores how technology interacts with learners’ sociocultural contexts, shaping educational inequality. She also examines the intersection of AI and education, with a focus on human agency.
