The flipped classroom model in higher education empowers instructors to transform class time into a dynamic environment that fosters meaningful student interaction and knowledge retention. Within this model, the use of case studies is particularly impactful, immersing students in real-world problems and cultivating higher-order thinking skills through engaging discussions. The rise of open-access platforms in educational technology presents exciting opportunities for instructors to innovate pedagogical models and achieve learning outcomes with greater effectiveness and creativity.

This study examines the use of GPTutor, a generative AI-powered chatbot, to enhance the flipped classroom experience. GPTutor offers a self-directed, personalized learning journey, enabling students to ask subject-related questions anytime, anywhere as if they had a personal tutor by their side. Qualitative feedback from business students in Hong Kong shows enthusiasm for using the platform, including for exam revision. Building on this positive reception, the study further investigates which learning materials can be integrated into this approach and how. By exploring students’ perceptions of leveraging this technology to deepen their understanding of the subject matter, the study provides insights into creating pre-class and post-class resources that support flipped learning approaches. This study opens up further discussion for educators eager to integrate GPTutor into their teaching strategies, ultimately enhancing student engagement and enriching learning outcomes.

Keywords: Active learning, Chatbots, Flipped learning, GPTutor, Student-centered learning.