Flipped Learning: An Innovative Model for Enhancing Education Through ChatGPT

Selahattin ALAN, Eyup YURT


The limitations of traditional education models and the advancement of technology have revealed the need to transform the learning experience. The “Flipped Learning” approach, born out of this need, is a model where students study learning materials in advance and participate in more interactive and hands-on activities in the classroom. This research discusses how the Flipped Learning model can be combined with ChatGPT. ChatGPT is a language model developed by OpenAI, and it can interact with students thanks to its natural language processing capability. In this way, combined with the Flipped Learning model, it can provide students with a more individualized and interactive learning experience. From this viewpoint, in this research, a model called “ChatGPT Aided Flipped Learning Model (CAFLM)” has been developed, which enables ChatGPT to be used in the “Flipped Learning” learning environment. CAFLM has three main phases: 1) Preparation, 2) Outside classroom teaching, and 3) inside classroom teaching. At these phases, the tasks of the student and the teacher are explained in detail. Sample activities and use cases are provided on how ChatGPT can be integrated into the Flipped Learning model and help students. To experience the model, activities developed for mathematics and science lessons were carried out using ChatGPT. Preliminary results have shown that the Flipped Learning model can be combined with Chatbots such as ChatGPT to provide students with a more effective and personalized learning experience. CAFLM can enable students to be more active in the learning process and contribute to innovative approaches in education.

Full Text:



Abd Rahman, S. F., Yunus, M. M., & Hashim, H. (2019). An overview of flipped learning studies in Malaysia. Arab World English Journal (AWEJ), 10(4), 194-203. https://dx.doi.org/10.24093/awej/vol10no4.15

Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. https://doi.org/10.1016/j.compedu.2018.07.021

Akkaya, Ş. (2019). The effect of planning, implementation and evaluation of seventh grade rational numbers unit according to 5E learning model on students attitudes towards academic achievement and mathematics course (Master’s thesis, Bursa Uludağ University).

Asiksoy, G., & Ozdamli, F. (2017). The flipped classroom approach based on the 5E learning cycle model - 5ELFA. Croatian Journal of Education, 19(4), https://doi.org/10.15516/cje.v19i4.2564

Bakri, S. (2021). Effect of 5E learning model on academic achievement in teaching mathematics: Meta-analysis study. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(8), 196-204.

Bang, Y., Cahyawijaya, S., Lee, N., Dai, W., Su, D., Wilie, B., ... & Fung, P. (2023). A multitask, multilingual, multimodal evaluation of chatgpt on reasoning, hallucination, and interactivity. arXiv preprint arXiv:2302.04023.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. ISTE: International Society for Technology in Education.

Bii, P. (2013). Chatbot technology: A possible means of unlocking student potential to learn how to learn. Educational Research, 4(2), 218-221.

Bormann, J. (2014). Affordances of flipped learning and its effects on student engagement and achievement. (Master Thesis, University of Northern Iowa).

Bui Ngoc Phuong, C., Dang Thi, O., & Do Thi Quynh, M. (2021). Application of the 5E Model in teaching natural science to develop students’ understanding of nature competence. Journal of Science Educational Science, 66(4E), 60-68. https://doi.org/10.18173/2354-1075.2021-0189

Bybee, R. W. (2009). The BSCS 5E instructional model and 21st century skills. Colorado Springs, CO: BSCS, 24.

Carter, C. L., Carter, R. L., & Foss, A. H. (2018). The flipped classroom in a terminal college mathematics course for liberal arts students. AERA Open, 4(1), 1-14. https://doi.org/10.1177/2332858418759266

Cheng-jun, W. (2010). The Teaching Content, Examples and Essential Characteristics of “5E” Model. Curriculum Teaching Material and Method, 6, 108-112.

Chung, E. J., & Lee, B. H. (2018). The effects of flipped learning on learning motivation and attitudes in a class of college physical therapy students. Journal of Problem-Based Learning, 5(1), 29-36. https://doi.org/10.24313/jpbl.2018.5.1.29

Clarizia, F., Colace, F., Lombardi, M., Pascale, F., & Santaniello, D. (2018). Chatbot: An education support system for student. In Cyberspace Safety and Security: 10th International Symposium, CSS 2018, Amalfi, Italy, October 29–31, 2018, Proceedings 10 (pp. 291-302). Springer International Publishing.

Covill, D., Patel, B., & Gill, D. S. (2013). Flipping the classroom to support learning: an overview of flipped classesfrom science, engineering and product design. The School Science Review, 95(350), 73-80.

Cueva, A., & Inga, E. (2022). Information and communication technologies for education considering the flipped learning model. Education Sciences, 12(3), 1-16. https://doi.org/10.3390/educsci12030207

Cunningham-Nelson, S., Boles, W., Trouton, L., & Margerison, E. (2019). A review of chatbots in education: practical steps forward. In 30th annual conference for the Australasian association for engineering education (AAEE 2019): educators becoming agents of change: innovate, integrate, motivate (pp. 299-306). Engineers Australia.

Çakır, E. & Yaman, S. (2018). The effect of flipped classroom model on students’ science success and computational thinking skills. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 38(1), 75-99.

DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29, 141-151. https://doi.org/10.1007/s10648-015-9356-9

Fisher, R. L., LaFerriere, R., & Rixon, A. (2020). Flipped learning: An effective pedagogy with an Achilles’ heel. Innovations in Education and Teaching International, 57(5), 543-554.

Gross, D., Pietri, E. S., Anderson, G., Moyano-Camihort, K., & Graham, M. J. (2015). Increased preclass preparation underlies student outcome improvement in the flipped classroom. CBE—Life Sciences Education, 14(4), ar36. https://doi.org/10.1187/cbe.15-02-0040

Gök, M., & Tufan, E. (2014). The impact of the 5E Model on the academic success and retention in the field of ‘musical perception and information`. Education Sciences, 9, 135-161. http://dx.doi.org/10.12739/NWSA.2014.9.2.1C0611

Gündüz, A. Y., & Akkoyunlu, B. (2019). Student views on the use of flipped learning in higher education: A pilot study. Education and Information Technologies, 24, 2391-2401. https://doi.org/10.1007/s10639-019-09881-8

Haghegh, M., & Nugroho, A. (2021). Video-based flipped learning in higher education: Effects on students’ learning motivation, attitudes, and engagement. Journal of Educational Management and Instruction (JEMIN), 1(2), 92-101. https://doi.org/10.22515/jemin.v1i2.4292

Hayırsever, F. & Orhan, A. (2018). A theoretical analysis of flipped learning. Mersin University Journal of the Faculty of Education, 14(2), 572-596. https://doi.org/10.17860/mersinefd.431745

Hiremath, G., Hajare, A., Bhosale, P., Nanaware, R., & Wagh, K. S. (2018). Chatbot for education system. International Journal of Advance Research, Ideas and Innovations in Technology, 4(3), 37-43.

Huang, W., Hew, K. F., & Gonda, D. E. (2019). Designing and evaluating three chatbot-enhanced activities for a flipped graduate course. International Journal of Mechanical Engineering and Robotics Research, 8(5), 813-818. http://dx.doi.org/10.18178/ijmerr.8.5.813-818

Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of computers in education, 2, 449-473. https://doi.org/10.1007/s40692-015-0043-0

Jalil, S., Rafi, S., LaToza, T.D., Moran, K., & Lam, W. (2023). ChatGPT and software testing education: Promises & perils. arXiv, arXiv:2302.03287. https://doi.org/10.1109/ICSTW58534.2023.00078

Kanlı, U., & Ünsal, Y. (2008). An example for the effect of 5E Model on the academic success and attitude levels of students’: Inclined Projectile Motion. Turkish Science Education, 5(3), 47-59.

Kozcu Cakir, N. (2017). Effect of 5E learning model on academic achievement, attitude and science process skills: Meta-analysis study. Journal of Education and Training Studies, 5, 157-170.

Låg, T., & Sæle, R. G. (2019). Does the flipped classroom improve student learning and satisfaction? A Systematic review and meta-analysis. AERA Open, 5(3). https://doi.org/10.1177/2332858419870489.

Lee, D.Y. (2013). Research on developing instructional design models for flipped learning. Journal of Digital Convergence, 11, 83-92. https://doi.org/10.14400/JDPM.2013.11.12.83

Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317–324. https://doi.org/10.1080/0020739X.2013.822582

Maher, S., Kayte, S., & Nimbhore, S. (2020). Chatbots & its techniques using AI: An review. International Journal for Research in Applied Science and Engineering Technology, 8(12), 503-508.

Mairc, J. (2020, June). 5Es→ 4Cs 21st century skills learning. In 2020 International Conference on Cyber Situational Awareness, Data Analytics and Assessment (CyberSA) (pp. 1-7). IEEE.

Mattas, P. S. (2023). ChatGPT: A study of ai language processing and its implications. International Journal of Research Publication and Reviews, 4(2), 435-440. https://doi.org/10.55248/gengpi.2023.4218

McBride, C. (2015). Flipping advice for beginners: What I learned flipping undergraduate mathematics and statistics classes. PRIMUS, 25(8), 694-712. https://doi.org/10.1080/10511970.2015.1031300

Murphy, J., Chang, J. M., & Suaray, K. (2016). Student performance and attitudes in a collaborative and flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 47(5), 653-673. https://doi.org/10.1080/0020739X.2015.1102979

Nurdini, I., Sutoyo, S., & Setiarso, P. (2021). The effectiveness of learning tools using the 5E learning cycle model to improve mastery of concepts and generic science skills. Jurnal Penelitian Pendidikan IPA, 7(2), 184-190. https://doi.org/10.29303/jppipa.v7i2.672

Okonkwo, C. W., & Ade-Ibijola, A. (2021). Chatbots applications in education: A systematic review. Computers and Education: Artificial Intelligence, 2, 100033. https://doi.org/10.1016/j.caeai.2021.100033

OpenAI. (2023). ChatGPT: Optimizing language models for dialogue. 15.05.2023 from https://openai.com/blog/chatgpt/

Purwaningtyas, D. A., Hidayanto, A. N., & Prabowo, H. (2020, November). Success factors in flipped learning in higher education: A Systematic literature review. In 2020 International Conference on Informatics, Multimedia, Cyber and Information System (ICIMCIS) (pp. 231-235). IEEE.

Romero, M.D., Buzón-García, O., & Tourón, J. (2019). The flipped learning model in online based education for secondary teachers. Journal of Technology and Science Education, 9(2), 109-121. https://doi.org/10.3926/jotse.435

Sandu, N., & Gide, E. (2019, September). Adoption of AI-Chatbots to enhance student learning experience in higher education in India. In 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1-5). IEEE.

Schallert, S., Lavicza, Z., & Vandervieren, E. (2020). Merging flipped classroom approaches with the 5E inquiry model: a design heuristic. International Journal of Mathematical Education in Science and Technology, 53, 1528 - 1545. https://doi.org/10.1080/0020739X.2020.1831092

Sezen-Yüksel, N. (2022). Matematik eğitiminde ters-yüz öğrenme [Flipped learning in mathematics education]. M. Ünlü (Ed.) Uygulama Örnekleriyle Matematik Öğretiminde Yeni Yaklaşımlar [New Approaches in Teaching Mathematics with Practice Examples], 179-196, Pegem.

Simko, T., Pinar, I., Pearson, A., Huang, J., Mutch, G., Patwary, A. S., ... & Ryan, K. (2019). Flipped learning–a case study of enhanced student success. Australasian Journal of Engineering Education, 24(1), 35-47. https://doi.org/10.1080/22054952.2019.1617650

Straw, S., Quinlan, O., Harland, J., & Walker, M. (2015). Flipped learning research report. UK: National Foundation for Educational Research (NFER) and Nesta.

Su, C. Y., & Chen, C. H. (2018). Investigating the effects of flipped learning, student question generation, and instant response technologies on students’ learning motivation, attitudes, and engagement: A structural equation modeling. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2453-2466. https://doi.org/10.29333/ejmste/89938

Suta, P., Lan, X., Wu, B., Mongkolnam, P., & Chan, J. H. (2020). An overview of machine learning in chatbots. International Journal of Mechanical Engineering and Robotics Research, 9(4), 502-510. https://doi.org/ 10.18178/ijmerr.9.4.502-510

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x

Van Vliet, E. A., Winnips, J. C., & Brouwer, N. (2015). Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist. CBE—Life Sciences Education, 14(3), ar26 1-10. https://doi.org/10.1187/cbe.14-09-0141

Vanichvasin, P. (2021). Chatbot development as a digital learning tool to increase students’ research knowledge. International Education Studies, 14(2), 44-53. https://doi.org/10.5539/ies.v14n2p44

Vu, P. L., Nguyen, T. T., & Le, T. H. (2022). Applying the 5E Model in Teaching to Enhance Students’ Science Competence. 2018 International Conference on Multidisciplinary Research. https://doi.org/10.26803/MyRes.2022.12

DOI: https://doi.org/10.51383/ijonmes.2024.328


  • There are currently no refbacks.

Copyright (c) 2024 http://creativecommons.org/licenses/by/4.0

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.