Effectiveness of classroom methodology flipped with artificial intelligence in postgraduate courses

Abstract

The postgraduate programs at the Open University for Adults require learning environments that motivate and foster interest in learning through active methodologies, like the flipped classroom. This is an element of the institutional pedagogical model that requires monitoring and recognition in online distance learning. The objective of this article is to describe perceptions of the effectiveness of the flipped classroom methodology with artificial intelligence in online postgraduate courses. It adopts a mixed-methods approach and is a descriptive exploratory study conducted with five groups of online participants. An online instrument, a Likert scale, was used. The effectiveness of the flipped classroom was defined by experiences characterized by motivation, autonomy, responsibility, active participation, and acceptance. This methodology is an innovation in teaching with artificial intelligence tools, compared to traditional classes, by considering the perspectives of being, doing, and ought-to-be of the participants as protagonists of their own learning. The evaluation and incorporation of the flipped classroom as an active teaching methodology that redefines the roles and responsibilities of the facilitator and participants in online postgraduate courses is imperative.