Flip the Classroom of Workplace Ethics Course
Te-Jeng Chang
Abstract
"Flipping the classroom of Workplace Ethics courses” integrates role-playing learning in workplace scenario simulations, problem-based learning (PBL), and experiential activities in problem-solving. These elements are incorporated into the flipped pedagogy based on flipped classroom framework. By introducing this flipped pedagogy into the Workplace Ethics course, particularly in the workplace communication ethics series, a student-centered flipped classroom is established. This approach addresses the gap between instructional settings and real workplace scenarios, enhancing students' motivation for self-directed learning. Through experiential activities tackling ethical dilemmas in simulated workplace scenarios, students' motivation for learning is boosted, enhancing students' practical application abilities of workplace ethics knowledge to effectively apply the knowledge gained in courses to resolve workplace communication ethical issues and enhance learning performance.