Utilization of ChatGPT to Create Materials for a Flipped Classroom

Abstract

In this design case, I describe how I used generative AI (ChatGPT-4) to revise pre-class resources in PHSL-P 225, an undergraduate physiology course taught in a flipped format at Indiana University Bloomington. In my flipped classroom, students engage with instructional materials before class so that we can use class time for application and discussion. I found that developing and maintaining these resources was time-intensive, especially when ensuring clarity, accuracy, and alignment with learning outcomes. During Summer 2024, I used ChatGPT-4 to assist in reviewing four core components: an adapted open educational resource (OER) textbook, pre-class PowerPoints, formative question banks, and pre-class worksheets. AI helped identify content gaps, streamline explanations, and generate quiz questions, although human review remained essential. Following these revisions, I observed improvements in student outcomes with higher exam scores and fewer miskeyed quiz questions. Students also reported that the variety and clarity of the pre-class resources helped them better understand physiological processes and make connections across topics. These results are observational rather than formally assessed, but illustrate the kinds of improvements I noticed following the redesign. Consequently, this case shows how generative AI supported my efficiency and alignment efforts while keeping me engaged in thoughtful course design and reflection.