From Passive Learners to Learning Agents: Reimagining Collaborative Pedagogy in AI-Enhanced Online Higher Education

Abstract

Artificial intelligence (AI) is increasingly transforming online education, yet its widespread use may encourage students to become passive recipients of machine-generated information. This study aimed to examine how collaborative pedagogy in AI-enhanced learning can foster students’ agency and transform them from passive learners into active learning agents. A qualitative case study was conducted at MTs Nurul Jadid. Data were collected through semi-structured interviews, participant observation, and documentation, and analyzed through data condensation, data display, and conclusion drawing and verification. The findings indicate that AI-enhanced collaborative learning encouraged students to discuss, compare, verify, and collectively evaluate AI-generated information before incorporating it into learning tasks. AI also supported student agency by enabling learners to initiate inquiries, explore alternative explanations, evaluate information, make decisions, and assume responsibility for learning outcomes. The study concludes that AI does not automatically produce active learning; its educational value depends on pedagogical design that integrates technological assistance with collaboration, critical evaluation, and learner responsibility. The findings imply that educators should adopt human-centered, collaborative, and agency-oriented approaches when integrating AI into learning environments.