E-learning at the world's top universities
It shows what e-learning means at universities in the global top tier — and therefore what we are actually measuring ourselves against.
Pošta, Telekomunikácie a Elektronický obchod
AI and higher education
Artificial intelligence did not reach universities through strategies and directives, but through students and their laptops. I study what that actually does to teaching.
Questions I ask
- Which AI tools do students and teachers really use — and what for?
- What happens to an assignment a language model can solve in thirty seconds?
- How do you measure whether a digital tool improved learning rather than just convenience?
- What did universities take away from the forced shift to distance learning, and what did they forget?
- Where is the line between a useful aid and automating the thinking itself?
In education, a new technology usually shows up three times. First as a threat, then as a mandatory exercise, and finally as something nobody comments on any more because it is simply part of the day. Artificial intelligence is currently somewhere between the first and the second.
What interests me is the practical side. Not whether AI will “transform education” — that is a safe sentence which claims nothing. But what changes in a specific assignment, a specific exam, and the specific way a student learns.
Why this is harder than it looks
Digital tools in education are notoriously badly evaluated. User satisfaction is not the same as a learning outcome. Enthusiasm for something new fades before it can be measured. And a comparison of “with the tool” against “without the tool” tends to be distorted by everything else that changed in the meantime.
So the questions I care about are methodologically sober ones: what exactly are we measuring, what are we comparing it against, and could the same result have been reached without the technology at all.
Coming from e-learning
I have an older connection to this topic — I have long worked on e-learning, university information systems and how they get introduced at universities. The experience from that period is fairly consistent: success is not decided by the tool, but by whether anyone thought through what it is actually there for.
Selected publications
What ChatGPT can actually do in management education
Instead of speculating about whether AI will "transform education", it shows concretely where it helps a student and where it leaves them stranded.
Management Theory and Studies for Rural Business and Infrastructure Development
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