Use asynchronous AI tutoring for students' first engagement with challenging material, reserving class time for higher-order skills¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends deploying AI tutoring as students' first substantial engagement with new material so class time can be spent on advanced problem solving, project-based learning and group work, in a flipped-classroom style. It advises that an AI tutor "should not replace in-person teaching—rather, it should be used to bring all students up to a level where they can achieve the maximum benefit from their time in class," and against letting AI supplant in-class instruction or serve as a shortcut on assessments.

Design Implications¶

Context¶

Requirements¶

• Instructors assess higher-order skills in person to avoid problematic AI use on assessments

Constraints¶

• The authors do not presume structured AI tutoring will always outperform in-class active learning, for example contexts requiring complex synthesis of multiple concepts and higher-order critical thinking
• Instructors should avoid using AI where students are likely to use it as a crutch to circumvent critical thinking

Target Learners¶

• undergraduate students with a wide range of prior knowledge

Target Learning Goals¶

• introductory material mastery before class; higher-order skills such as critical thinking and content synthesis in class

Related Strategies¶

• Virtual Flipped Classroom
• Pre-recorded Instructional Video
• Time Management In Instruction
• Flipped Learning
• Strategically employ AI tools, including chatbots, within active learning methodologies such as problem-based learning, flipped classrooms, and virtual labs
• Deploy an educational chatbot to give students instant question-and-answer support outside class when teacher interaction time is limited

Examples¶

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Key Sources¶

• Kestin, G., Miller, K., Klales, A., Milbourne, T. & Ponti, G. (2025). AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational setting. Scientific Reports 15:17458. https://doi.org/10.1038/s41598-025-97652-6