HI-AI collaborative framework for the AI-enhanced flipped classroom

Design · All designs
Evidence · no claims cited

Description

The article describes the AI-enhanced flipped classroom as building on the flipped model by integrating a human intelligence (HI)-AI collaborative framework across pre-class, in-class, and post-class phases. Students execute AI-assisted tasks including information gathering, content comprehension, and presentation preparation, while teachers design higher-order tasks and provide in-depth feedback, and AI provides "real-time information resources and support for instructional process analysis". The framework represents a progressive evolution from knowledge transmission to student-centred knowledge construction to HI-AI collaborative interaction and higher-order thinking guidance.

Design Implications

Context

Requirements

• Access to free or low-cost generative AI tools and basic digital infrastructure
• Instructor guidance on AI use rules and verification of AI outputs against authoritative sources

Constraints

• Tested with international students from South and Southeast Asia comfortable with English-medium instruction; educational systems that emphasise teacher-centred learning or discourage reliance on AI would require tailored adaptation and faculty development

Target Learners

• International undergraduate medical students in pharmacology

Learning Goals

• Pharmacology mechanism understanding
• Presentation and knowledge-organisation skills
• Higher-order clinical thinking

Claims

Related Designs

• HI-AI collaborative flipped classroom framework explained by constructivist learning theory, cognitive load theory, and the technology acceptance model
• Integrated flipped classroom design framework combining FL cycles, SRL cycles, and metacognitive FC orientation
• AI-assisted PBL-CBL combined teaching model integrating pre-class preparation, in-class simulation, and post-class consolidation phases

Examples

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Key Sources

• Liu Ya Jie, Ma Hui Zi, Luo Hai Yun, Xiong Yun Xia, Qu Fan Wei, Xie Jian Ping, Guo Ying. (2026). From traditional classroom to AI-enhanced flipped classroom: a three-year pedagogical evolution for international students in pharmacology. BMC Medical Education. https://doi.org/10.1186/s12909-026-09608-7

Page metadata

Field	Value
type	design
id	hi-ai-collaborative-flipped-classroom-framework
title	HI-AI collaborative framework for the AI-enhanced flipped classroom
description	The article describes the AI-enhanced flipped classroom as building on the flipped model by integrating a human intelligence (HI)-AI collaborative framework across pre-class, in-class, and post-class phases.
status	review
generated	by process:settle-candidates on 2026-11-04
trust	unverified — no one has confirmed this page's content
sources	1 — liu-ya-jie-2026

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