Advancing Asynchronous Pre-Class Learning in Flipped Classrooms: Generative AI Companions in Business Ethics

Autor/in	Yung-Hsiang Hu
Titel	Advancing Asynchronous Pre-Class Learning in Flipped Classrooms: Generative AI Companions in Business Ethics
Quelle	In: Education and Information Technologies, 30 (2025) 10, S. 14367-14391Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yung-Hsiang Hu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-025-13379-x
Schlagwörter	Forschungsbericht; Test; Fragebogen; Asynchronous Communication; Learning Processes; Flipped Classroom; Artificial Intelligence; Business; Ethics; Business Education; Debate; Man Machine Systems; College Students; Foreign Countries; Computer Mediated Communication; Taiwan + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Flipped classrooms; Flip teaching; Inverted teaching; Künstliche Intelligenz; Business studies; Wirtschaft; Betriebswirtschaft; Ethik; Wirtschaftserziehung; Wirtschaftspädagogik; Debating; Streitgespräch; Mensch-Maschine-System; Collegestudent; Ausland; Computerkonferenz
Abstract	Flipped classroom pedagogy, primarily focused on in-person classroom settings, emphasizes pre-class independent learning where students engage asynchronously with online materials and self-assessments. However, traditional pre-class learning methods, such as watching pre-recorded instructional videos and completing multiple-choice self-assessments, often fail to prepare students for in-person peer debates, which are crucial in business ethics education for developing higher-order thinking and ethical reasoning. This study addresses this issue by developing a generative AI learning companion system tailored for an asynchronous business ethics course. The system enables students to practice ethical debates with AI partners during the pre-class phase, improving their readiness and confidence for in-person peer debates. We implemented this system with sixty-two third-year students from a national university in Taiwan, divided into experimental and control groups. Our findings demonstrate that the AI-supported debate method significantly enhanced students' pre-class preparation and ethical learning confidence without increasing their autonomous learning task load. This approach offers a novel solution for flipped classroom pedagogy, particularly in courses requiring intensive peer interaction such as business ethics. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08