Flipped dialogic learning method with ChatGPT: A case study
Nataliya Hristova Pavlova 1 *
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1 Konstantin Preslavsky University of Shumen, Shumen, BULGARIA* Corresponding Author

Abstract

This article presents a case study and ideas to flip classical dialogic learning method. Some possibilities of using ChatGPT to stimulate the active role of the student in the dialogic teaching method are shown. Data from observations of students training to be teachers of mathematics and informatics in their work with artificial intelligence (AI) are presented. A model for the application of the flipped dialogue in the education of students is proposed. An example of dialogue is given. The study concludes that that the main advantages of using flipped dialog learning with AI are easy access to the platforms, the lack of stress and stimulating the research qualities of students when searching for specific information or stimulating the system to make mistakes. The ability to ask the right leading questions and to detect the gaps of the “interlocutor” are important competencies applicable in dealing with life’s problems.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2024, Volume 19, Issue 1, Article No: em0764

https://doi.org/10.29333/iejme/14025

Publication date: 01 Jan 2024

Online publication date: 14 Dec 2023

Article Views: 1006

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