Large Language Model-Driven Classroom Flipping: Empowering
  Student-Centric Peer Questioning with Flipped Interaction
Chee Wei Tan
Reciprocal questioning is essential for effective teaching and learning,
fostering active engagement and deeper understanding through collaborative
interactions, especially in large classrooms. Can large language model (LLM),
such as OpenAI's GPT (Generative Pre-trained Transformer) series, assist in
this? This paper investigates a pedagogical approach of classroom flipping
based on flipped interaction in LLMs. Flipped interaction involves using
language models to prioritize generating questions instead of answers to
prompts. We demonstrate how traditional classroom flipping techniques,
including Peer Instruction and Just-in-Time Teaching (JiTT), can be enhanced
through flipped interaction techniques, creating student-centric questions for
hybrid teaching. In particular, we propose a workflow to integrate prompt
engineering with clicker and JiTT quizzes by a poll-prompt-quiz routine and a
quiz-prompt-discuss routine to empower students to self-regulate their learning
capacity and enable teachers to swiftly personalize training pathways. We
develop an LLM-driven chatbot software that digitizes various elements of
classroom flipping and facilitates the assessment of students using these
routines to deliver peer-generated questions. We have applied our LLM-driven
chatbot software for teaching both undergraduate and graduate students from
2020 to 2022, effectively useful for bridging the gap between teachers and
students in remote teaching during the COVID-19 pandemic years. In particular,
LLM-driven classroom flipping can be particularly beneficial in large class
settings to optimize teaching pace and enable engaging classroom experiences.