Designing an E-learning Course for Teachers at the University of Twente on the Effective Use of Generative AI in Education

This thesis aimed to design a course for University of Twente educators to integrate generative Artificial Intelligence (AI) in educational settings. A mixed-method approach was adopted, using quantitative surveys to assess educators' attitudes towards the ease of use and perceived usefulness of generative AI, and qualitative interviews to explore its contextual applications and challenges. The study uncovered a significant appreciation for generative AI's potential in education but identified gaps in evaluating its reliability and integrating it into teaching practices. Issues such as difficulties in working with generative AI and technical limitations of AI tools were noted. Additionally, concerns about ease of use and ethical considerations underscored the need for targeted professional development. The research informed the design of an e-learning course based on Elaboration Theory and Component Display Theory, aiming to enhance educators' understanding of generative AI and equip them with skills for its ethical and effective integration. The course addresses the substantial opportunities generative AI offers for educational enhancement, emphasizing the importance of ongoing support and iterative development aligned with educators' needs for successful implementation.