Artificial Intelligence (AI) has become integral in providing feedback in educational institutions. As emerging technologies continue to reshape the educational landscape, AI will become even more integrated into teaching and learning. Higher education institutions face resource constraints and limited instructor availability. AI tools, particularly chatbots, can provide personalized learning experiences, which can be particularly beneficial in resource-constrained environments. In developing countries, there is also limited research on how students perceive and experience these emerging technologies. This study therefore investigated the experiences of graduate students in an online campus, who participated in a course with a closed-domain chatbot. Data was obtained through focus groups at the end of the course, providing a dynamic setting for students to express shared and divergent views on the AI tool. Thematic analysis of their discussions revealed mixed feelings about AI-supported learning, highlighting the necessity for balancing automated and human interactions. While some students acknowledged the convenience of the chatbot, others noted its lack of empathy and adaptability compared to their instructors. One important recommendation was the engagement of students in orientation sessions to better prepare them for interacting with the AI chatbot in order to meet their expectations. The study emphasizes that embedding AI in education can enhance student engagement and learning outcomes, necessitating careful consideration of student experiences and feedback in the ongoing digital transformation of education. It underscores the transformative potential of student feedback in educational reform. By incorporating these insights, faculty could develop strategies to merge technology-driven, yet student-focused learning environments.