Reimagining Flipped Learning via Bloom’s Taxonomy and Student–Teacher–GenAI Interactions
This paper explores how generative artificial intelligence (GenAI) technologies, such as ChatGPT 4o and other AI-based conversational models, can be applied to flipped learning pedagogy to achieve enhanced learning outcomes for students. By applying Bloom’s taxonomy to intentionally align educationa...
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| Format: | Article |
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MDPI AG
2025-04-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/4/465 |
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| author | Paul Kwan Rajan Kadel Tayab D. Memon Saad S. Hashmi |
| author_facet | Paul Kwan Rajan Kadel Tayab D. Memon Saad S. Hashmi |
| author_sort | Paul Kwan |
| collection | DOAJ |
| description | This paper explores how generative artificial intelligence (GenAI) technologies, such as ChatGPT 4o and other AI-based conversational models, can be applied to flipped learning pedagogy to achieve enhanced learning outcomes for students. By applying Bloom’s taxonomy to intentionally align educational objectives to the key phases of flipped learning, our study proposes a model for assigning learning activities to pre-class, in-class, and post-class contexts that can be enhanced by the integration of GenAI. In the pre-class phase, GenAI tools can facilitate personalised content delivery, enabling students to grasp fundamental concepts at their own pace. During class, the interactions between students, teacher, and GenAI encourage collaborative learning and real-time feedback. Post-class activities utilise GenAI to reinforce knowledge, provide instant feedback, and support continuous learning through summarisation and content generation. Furthermore, our model articulates the synergies between the three key actors: interactions between students and teachers, learning support provided by GenAI to students, and use of GenAI by teachers to enhance their teaching strategies. These human–AI interactions fundamentally reshape the flipped learning experience, making it more adaptive, engaging, and supportive of the development of 21st-century skills such as critical thinking, collaboration, communication, and creativity. |
| format | Article |
| id | doaj-art-aab101f5e70e4a39ae80e7823d80d0f9 |
| institution | DOAJ |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-aab101f5e70e4a39ae80e7823d80d0f92025-08-20T03:13:51ZengMDPI AGEducation Sciences2227-71022025-04-0115446510.3390/educsci15040465Reimagining Flipped Learning via Bloom’s Taxonomy and Student–Teacher–GenAI InteractionsPaul Kwan0Rajan Kadel1Tayab D. Memon2Saad S. Hashmi3School of Engineering and Technology, College of Information & Communications Technology, CQUniversity Brisbane, 160 Ann Street, Brisbane, QLD 4000, AustraliaSchool of IT and Engineering, Melbourne Institute of Technology, 288 La Trobe Street, Melbourne, VIC 3000, AustraliaCentre for Artificial Intelligence Research & Optimisation, Design and Creative Technology Vertical, Torrens University, 196 Flinders Street, Melbourne, VIC 3000, AustraliaIndependent Researcher, Sydney, NSW 2000, AustraliaThis paper explores how generative artificial intelligence (GenAI) technologies, such as ChatGPT 4o and other AI-based conversational models, can be applied to flipped learning pedagogy to achieve enhanced learning outcomes for students. By applying Bloom’s taxonomy to intentionally align educational objectives to the key phases of flipped learning, our study proposes a model for assigning learning activities to pre-class, in-class, and post-class contexts that can be enhanced by the integration of GenAI. In the pre-class phase, GenAI tools can facilitate personalised content delivery, enabling students to grasp fundamental concepts at their own pace. During class, the interactions between students, teacher, and GenAI encourage collaborative learning and real-time feedback. Post-class activities utilise GenAI to reinforce knowledge, provide instant feedback, and support continuous learning through summarisation and content generation. Furthermore, our model articulates the synergies between the three key actors: interactions between students and teachers, learning support provided by GenAI to students, and use of GenAI by teachers to enhance their teaching strategies. These human–AI interactions fundamentally reshape the flipped learning experience, making it more adaptive, engaging, and supportive of the development of 21st-century skills such as critical thinking, collaboration, communication, and creativity.https://www.mdpi.com/2227-7102/15/4/465Bloom’s taxonomyChatGPTexperiential learningflipped pedagogyGenAIhuman–AI partnership |
| spellingShingle | Paul Kwan Rajan Kadel Tayab D. Memon Saad S. Hashmi Reimagining Flipped Learning via Bloom’s Taxonomy and Student–Teacher–GenAI Interactions Education Sciences Bloom’s taxonomy ChatGPT experiential learning flipped pedagogy GenAI human–AI partnership |
| title | Reimagining Flipped Learning via Bloom’s Taxonomy and Student–Teacher–GenAI Interactions |
| title_full | Reimagining Flipped Learning via Bloom’s Taxonomy and Student–Teacher–GenAI Interactions |
| title_fullStr | Reimagining Flipped Learning via Bloom’s Taxonomy and Student–Teacher–GenAI Interactions |
| title_full_unstemmed | Reimagining Flipped Learning via Bloom’s Taxonomy and Student–Teacher–GenAI Interactions |
| title_short | Reimagining Flipped Learning via Bloom’s Taxonomy and Student–Teacher–GenAI Interactions |
| title_sort | reimagining flipped learning via bloom s taxonomy and student teacher genai interactions |
| topic | Bloom’s taxonomy ChatGPT experiential learning flipped pedagogy GenAI human–AI partnership |
| url | https://www.mdpi.com/2227-7102/15/4/465 |
| work_keys_str_mv | AT paulkwan reimaginingflippedlearningviabloomstaxonomyandstudentteachergenaiinteractions AT rajankadel reimaginingflippedlearningviabloomstaxonomyandstudentteachergenaiinteractions AT tayabdmemon reimaginingflippedlearningviabloomstaxonomyandstudentteachergenaiinteractions AT saadshashmi reimaginingflippedlearningviabloomstaxonomyandstudentteachergenaiinteractions |