Flipped Learning and Artificial Intelligence
Abstract
:1. Introduction
“Flipped Learning is a framework that enables educators to reach every student. The Flipped approach inverts the traditional classroom model by introducing course concepts before class, allowing educators to use class time to guide each student through active, practical, innovative applications of the course principles”[3].
1.1. Model Review
1.2. Study and Research Questions
- RQ1. What are the main advantages and challenges of integrating AI in education?
- RQ2. How can the Flipped Learning approach evolve with the help of AI?
- RQ3. What should the role of the teacher be in this new educational paradigm?
2. Methods
2.1. Participants and Data Collection
2.2. Data Analysis
3. Results
3.1. Impact of AI on Teaching and Learning Processes
3.1.1. Advantages of AI on Teaching and Learning Processes
“The essential thing is for the student to become the owner of their learning… We are working so that students can monitor and evaluate their progress, which turns out to be a great motivator. Constant feedback and conversations with students are fundamental in this process”(P16).
“I believe it is a powerful tool for the teacher as a source of content and also to validate the design of a course. For example, a teacher may need to review the syllabus and think that certain points should be included”(P14).
“The use of AI in educational activities can challenge students to formulate higher-order questions and engage in deeper and more meaningful learning”(P9).
3.1.2. Challenges of AI on Teaching and Learning Processes
“The use of AI offers advantages, such as saving time on routine tasks, but it also entails risks, some of which have already been identified and are being addressed by European Union regulations”(P18).
“Currently, the use of AI in education can provide certain advantages, but in the future, not using AI could mean a disadvantage for students”(P20).
“Students’ work contains errors because they still don’t know how to write prompts. So, I believe that what AI offers us is the possibility for them to structure their information requests, to know what they need”(P1).
“It is important for educators to overcome the fear of innovation and see technology as an ally in their teaching work. The key is to start with small steps and then expand and adapt educational practices over time”(P11).
3.1.3. AI and Accessibility
“This reminded me of a blind art history student I had. For him, we created tactile materials that allowed him to visualize works like ‘Las Meninas.’ Now, with AI tools that can describe images in text or audio, we can make learning more accessible for students with special educational needs”(P19).
3.1.4. Ethical Considerations
“It is important to recognize and declare when content has been generated or assisted by AI. This can be done through a notice or disclaimer indicating that the activity was created with AI and subsequently reviewed and adapted by a specific person to ensure its quality”(P22).
3.2. The Integration of AI in Flipped Learning
3.2.1. Evolution of the Flipped Learning
“Adaptive learning is a specific area where AI has shown promising results. Adaptive learning technologies use AI algorithms to continuously assess a student’s understanding and adjust the difficulty and type of content accordingly. This ensures that students are neither bored with material that is too easy nor overwhelmed by content that is too difficult”(P25).
“It’s not just about knowing how to ask good questions; the important thing is what you want your students to learn and what you want to investigate. If you ask pertinent questions and present significant challenges, the answers will be much more enriching”(P14).
3.2.2. AI Tools for Flipped Learning
“I use ChatGPT. It helps me create the content, which I can then customise for non-native English speakers in their first year at university. After generating the text, I use an app called Pick 3 to break it down, add images, and turn it into a video. To personalise these videos, I use ElevenLabs to clone my voice, creating a voiceover that maintains a personal connection with my students. This combination of ChatGPT, Pictory, and Eleven Labs has saved me countless hours in preparation”(P21).
“AI tools can help generate content by summarizing textbooks, creating visual aids, or even producing lecture videos with synthesized speech and animations. This support can alleviate the time and effort required for educators to prepare materials, allowing them to focus on facilitating in-class activities”(P25).
“There are different chatbots that simulate being a historical character. Asking the AI about specific events or their actions enhances student motivation and can help gain a deeper understanding of the society and culture of that time. Additionally, when students have to discern between information provided by the AI and traditional historical sources, they learn to critically evaluate information and formulate well-founded arguments”(P11).
“Needs analysis is another area where AI shines. Using tools like Google Forms, I gather information about students’ knowledge of AI and their use of tools. This data is then analyzed using ChatGPT, providing insights into their needs. This allows me to tailor my teaching strategies and resources to better meet the students’ needs.”(P23).
“Overall, the integration of AI into my teaching has revolutionized the flipped classroom approach, making it more efficient, interactive, and personalized”(P25).
3.3. Role of the Teacher in the New Educational Paradigm
3.3.1. Teacher Preparation and Training
“Many teachers are experimenting with AI without a systematic strategy or a clear objective for its application in the teaching-learning process. Recently, I read that a high percentage of university students already use artificial intelligence to carry out academic work, and this trend is spreading to secondary and high school education”(P18).
3.3.2. Attitude and Adaptation
3.3.3. Institutional Support
4. Discussion and Conclusions
5. Limitations
6. Implications
Author Contributions
Funding
Data Availability Statement
Conflicts of Interest
Appendix A
Data | Results |
---|---|
Kc questions | |
| 0.892 |
| 0.884 |
| 0.896 |
| 0.876 |
| 0.900 |
| 0.940 |
| 0.912 |
| 0.956 |
| 0.876 |
| 0.936 |
| 0.900 |
| 0.868 |
| 0.840 |
| 0.840 |
| 0.760 |
| 0.864 |
| 0.876 |
| 0.796 |
| 0.832 |
| 0.856 |
Average | 0.875 |
Ka questions | |
| 0.510 |
| 0.720 |
| 0.750 |
| 0.600 |
| 0.930 |
| 0.610 |
| 0.780 |
| 0.570 |
| 0.490 |
| 0.640 |
Total | 0.660 |
Participant | Kc | Ka | K |
---|---|---|---|
P1 | 0.725 | 0.550 | 0.638 |
P2 | 0.850 | 0.500 | 0.675 |
P3 | 0.940 | 0.800 | 0.870 |
P4 | 1.00 | 1.00 | 1.00 |
P5 | 0.750 | 0.400 | 0.575 |
P6 | 0.935 | 0.650 | 0.793 |
P7 | 0.785 | 0.650 | 0.718 |
P8 | 0.855 | 0.650 | 0.753 |
P9 | 0.990 | 1.00 | 0.995 |
P10 | 0.940 | 0.750 | 0.845 |
P11 | 0.975 | 0.550 | 0.763 |
P12 | 0.855 | 0.500 | 0.678 |
P13 | 0.840 | 0.750 | 0.808 |
P14 | 0.885 | 0.400 | 0.643 |
P15 | 0.930 | 0.925 | 0.928 |
P16 | 0.935 | 0.825 | 0.880 |
P17 | 0.795 | 0.525 | 0.660 |
P18 | 0.730 | 0.400 | 0.565 |
P19 | 0.805 | 0.675 | 0.740 |
P20 | 0.880 | 0.675 | 0.778 |
P21 | 0.910 | 0.750 | 0.830 |
P22 | 0.945 | 0.725 | 0.835 |
P23 | 0.635 | 0.500 | 0.568 |
P24 | 0.895 | 0.525 | 0.710 |
P25 | 0.965 | 0.750 | 0.858 |
Evaluation of Kc | Range of Values |
---|---|
High knowledge of the topic | K ≥ 0.8 |
Medium knowledge of the topic | 0.5 ≤ K ≤ 0.8 |
Low knowledge of the topic | K ≤ 0.5 |
Evaluation of Ka | Range of Values |
High influence of the sources | K ≥ 0.8 |
Medium influence of the sources | 0.5 ≤ K ≤ 0.8 |
Low influence of the sources | K ≤ 0.5 |
Evaluation of K | Range of Values |
High level of competence | K ≥ 0.8 |
Medium level of competence | 0.5 ≤ K ≤ 0.8 |
Low level of competence | K ≤ 0.5 |
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Data | N | % |
---|---|---|
Educational Stage | ||
Primary Education | 0 | 0% |
Secondary Education | 8 | 32% |
Higher Education | 15 | 60% |
Other Educational Field | 2 | 8% |
Years of Experience Implementing the Methodological Approach | ||
No practical experience | 0 | 0% |
1–3 years | 1 | 4% |
3–6 years | 4 | 16% |
More than 6 years | 20 | 80% |
Academic Field | ||
Social Sciences | 4 | 16% |
Humanities | 7 | 28% |
Visual and Plastic Arts | 1 | 4% |
Exact and Natural Sciences | 9 | 36% |
Applied Sciences and Technology | 3 | 12% |
Performing Arts and Music | 0 | 0% |
Teacher Training | 1 | 4% |
RQ1 |
|
| |
| |
RQ2 |
|
| |
RQ3 |
|
| |
|
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López-Villanueva, D.; Santiago, R.; Palau, R. Flipped Learning and Artificial Intelligence. Electronics 2024, 13, 3424. https://doi.org/10.3390/electronics13173424
López-Villanueva D, Santiago R, Palau R. Flipped Learning and Artificial Intelligence. Electronics. 2024; 13(17):3424. https://doi.org/10.3390/electronics13173424
Chicago/Turabian StyleLópez-Villanueva, David, Raúl Santiago, and Ramon Palau. 2024. "Flipped Learning and Artificial Intelligence" Electronics 13, no. 17: 3424. https://doi.org/10.3390/electronics13173424
APA StyleLópez-Villanueva, D., Santiago, R., & Palau, R. (2024). Flipped Learning and Artificial Intelligence. Electronics, 13(17), 3424. https://doi.org/10.3390/electronics13173424