Proponents of online education have claimed to have democratized learning through recorded lectures, quizzes, and scalable platforms. Yet ChatGPT and similar large language models have rendered that model obsolete. What once required structured courses and scheduled instruction can now be achieved through an intelligent, conversational tutor—available instantly to anyone with an internet connection.
Traditional online education operates on a broadcast model: information is packaged and distributed to a mass audience. ChatGPT embodies a dialogic model—it responds, questions, adapts, and rephrases dynamically. Instead of passively watching lectures or submitting fixed quizzes, students can engage in Socratic dialogue, receiving immediate feedback and infinite tailored examples. The pedagogical advantage is immense: personalization replaces standardization.
Economically, this shift is even more radical. Online programs justified their costs by offering scalable access to expert knowledge and institutional credentials. But ChatGPT delivers expertise at zero marginal cost and continuously updates its explanations. When employers can evaluate skill directly through projects and portfolios, expensive online credentials lose their appeal. The value of institutions shifts from information delivery to mentorship, community, and credibility.
Most profoundly, AI tutors change our conception of knowledge itself. Online education treated knowledge as something stored and transmitted. ChatGPT treats it as something generated and negotiated. Learning becomes less about consumption and more about creation through interaction. In this landscape, the institutions that thrive will integrate human mentorship with adaptive, AI-driven exploration—not cling to static courses.
Online education, in its original form, is dead. But in its place emerges something far more alive: a world where learning is immediate, conversational, and personalized beyond anything the MOOC era ever achieved.
We are making rather broad claims but one can back these concepts with research in the higher education arena:
- Personalised learning/tutoring with ChatGPT and AI
- A case-study found ChatGPT can provide personalised and instant feedback in a data-science education context. (The Science and Information Organization)
- A systematic review showed students using ChatGPT perceived improved learning outcomes, personalised experiences and increased engagement. (SpringerOpen)
- Research found ChatGPT-generated hints led to learning gains equivalent to human tutor-authored hints in mathematics. (PsyPost – Psychology News)
- Scalability and economic disruption of online education (MOOCs and digital delivery)
- One study of MOOCs and online learning highlighted that while scalability is a goal, cost- and completion-rate issues remain significant. (The Journalist’s Resource)
- A review on MOOCs pointed out that even though digital platforms can reduce cost per learner, they still require significant upfront investment and may not yield the expected economies of scale. (ResearchGate)
- Shift in the model of knowledge transmission
- A paper titled “Can ChatGPT Facilitate the Implementation of Personal Learning Environments” argues that ChatGPT may push educators to reconsider why and how they teach, reflecting a shift from content delivery to interactive generation. (ERIC)
- A systematic review of AI chatbots in education found that a key advantage is personalised assistance and adaptive responses, which contrasts with the broadcast model of traditional online courses. (SpringerOpen)
And for the more academically minded:
Personalised learning with ChatGPT
- Albdrani, Raneem N., and Amal A. Al-Shargabi. “Investigating the Effectiveness of ChatGPT for Providing Personalized Learning Experience: A Case Study.” International Journal of Advanced Computer Science and Applications (IJACSA), Vol. 14, No. 11, 2023. doi:10.14569/IJACSA.2023.01411122. (The Science and Information Organization)
- Duong Thi Thuy Mai, Can Van Da & Nguyen Van Hanh. “The Use of ChatGPT in Teaching and Learning: A Systematic Review through SWOT Analysis Approach.” Frontiers in Education, 2024. doi:10.3389/feduc.2024.1328769. (Frontiers)
- Xu, X., Wang, X., Zhang, Y., & Ma, W. “Can ChatGPT Facilitate the Implementation of Personal Learning Environments (PLEs)?” ERIC, 2023. (ERIC Document ED654282) (ERIC)
Economics of MOOCs and online higher education
- Hoxby, Caroline M. “The Economics of Online Postsecondary Education: MOOCs, Nonselective Education, and Highly Selective Education.” American Economic Review, Vol. 104, No. 5, May 2014, pp. 528–33. doi:10.1257/aer.104.5.528. (American Economic Association)
- Weigel, Margaret. “MOOCs and Online Learning: Research Roundup.” Journalists’ Resource, 22 Jan 2014. (blog-style summary of MOOC research) (The Journalist’s Resource)
Shift in knowledge-transmission/learning-model due to AI and generative tools
- Tulsiani, Ravinder. “ChatGPT and the Future of Personalized Learning in Higher Education.” eLearning Industry, 19 Jan 2024. (eLearning Industry)
- Mai, Duong T. T., et al. “The Use of ChatGPT in Teaching and Learning: A Systematic Review …” Frontiers in Education, 2024. (see above) (Frontiers)
Caveat: Yep, this post was researched using ChatGPT. I’ve made an attempt to get it into into my own voice but we shall see how it goes.
As always, solely the opinions of the author, your mileage may vary, standard disclaimers apply.
Selah.