@article{10.11648/j.edu.20231204.14,
  author = {Abdulmalik Ahmad Lawan and Basheer Ridwan Muhammad and Ahmad Muhammad Tahir and Kamaluddeen Ibrahim Yarima and Abubakar Zakari and Aliyu Hassan Abdullahi II and Adamu Hussaini and Hafizu Ibrahim Kademi and Abdullahi Aliyu Danlami and Mustapha Abdulkadir Sani and Alhassan Bala and Safiya Lawan},
  title = {Modified Flipped Learning as an Approach to Mitigate the Adverse Effects of Generative Artificial Intelligence on Education},
  journal = {Education Journal},
  volume = {12},
  number = {4},
  pages = {136-143},
  doi = {10.11648/j.edu.20231204.14},
  url = {https://doi.org/10.11648/j.edu.20231204.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231204.14},
  abstract = {Generative Artificial Intelligence (GAI) systems such as ChatGPT, which create new educational content based on their training data, have led to debates on the systems’ impact on educational practice and the question of whether academia should embrace or reject these tools. Flipped learning is a pedagogical approach that reverses the traditional order of teaching and learning. Instead of receiving direct instruction in the classroom, students are introduced to the learning material before class. This study explores the potential of modified flipped learning as an approach to mitigate the effects of GAI on education. The study highlights the relevance and importance of flipped learning and GAI in the 21st-century educational landscape and proposes a modified flipped learning model that combines the individualized and active learning aspects of flipped learning with the adaptive capabilities of GAI. The study also addressed concerns related to the responsible use of GAI, ethical considerations, and the role of educators in guiding students’ interactions with intelligent systems. In conclusion, the proposed modified flipped learning model would empower students to actively engage in the learning process and take ownership of their education by replacing the traditional role of the teacher with the use of GAI systems for pre-class activities and content creation. However, further research is needed to explore the effectiveness of flipped learning in this context and identify the best ways to implement this approach in the classroom.},
 year = {2023}
}

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TY  - JOUR
T1  - Modified Flipped Learning as an Approach to Mitigate the Adverse Effects of Generative Artificial Intelligence on Education
AU  - Abdulmalik Ahmad Lawan
AU  - Basheer Ridwan Muhammad
AU  - Ahmad Muhammad Tahir
AU  - Kamaluddeen Ibrahim Yarima
AU  - Abubakar Zakari
AU  - Aliyu Hassan Abdullahi II
AU  - Adamu Hussaini
AU  - Hafizu Ibrahim Kademi
AU  - Abdullahi Aliyu Danlami
AU  - Mustapha Abdulkadir Sani
AU  - Alhassan Bala
AU  - Safiya Lawan
Y1  - 2023/07/21
PY  - 2023
N1  - https://doi.org/10.11648/j.edu.20231204.14
DO  - 10.11648/j.edu.20231204.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 136
EP  - 143
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20231204.14
AB  - Generative Artificial Intelligence (GAI) systems such as ChatGPT, which create new educational content based on their training data, have led to debates on the systems’ impact on educational practice and the question of whether academia should embrace or reject these tools. Flipped learning is a pedagogical approach that reverses the traditional order of teaching and learning. Instead of receiving direct instruction in the classroom, students are introduced to the learning material before class. This study explores the potential of modified flipped learning as an approach to mitigate the effects of GAI on education. The study highlights the relevance and importance of flipped learning and GAI in the 21st-century educational landscape and proposes a modified flipped learning model that combines the individualized and active learning aspects of flipped learning with the adaptive capabilities of GAI. The study also addressed concerns related to the responsible use of GAI, ethical considerations, and the role of educators in guiding students’ interactions with intelligent systems. In conclusion, the proposed modified flipped learning model would empower students to actively engage in the learning process and take ownership of their education by replacing the traditional role of the teacher with the use of GAI systems for pre-class activities and content creation. However, further research is needed to explore the effectiveness of flipped learning in this context and identify the best ways to implement this approach in the classroom.
VL  - 12
IS  - 4
ER  - 

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