Effect of Flipped Classroom with BOPPPS Model on Learners' Learning Outcomes and Perceptions in a Business Etiquette Course

Autor/inn/en	Shih, Wen-Ling; Tsai, Chun-Yen
Titel	Effect of Flipped Classroom with BOPPPS Model on Learners' Learning Outcomes and Perceptions in a Business Etiquette Course
Quelle	In: Asia-Pacific Education Researcher, 29 (2020) 3, S.257-268 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsai, Chun-Yen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-019-00475-z
Schlagwörter	Blended Learning; Business Communication; Instructional Effectiveness; Student Attitudes; Outcomes of Education; Teaching Methods; Basic Business Education + Suchen Sie Ihr Suchwort? Unternehmenskommunikation; Unterrichtserfolg; Schülerverhalten; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of the present study was to examine the effect of implementing the flipped classroom (FC) model on students' learning outcomes in a business etiquette course. Quasi-experimental research was employed and supplemented by a questionnaire and semi-structured interviews. The study participants were 77 students in two classes of a business etiquette course. The experimental group consisted of 57 participants in which the FC with the BOPPPS (bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary) model was implemented. The comparison group consisted of 20 participants for whom a traditional teaching method was applied. The results revealed that the students in the experimental group outperformed their counterparts in terms of learning outcomes. The perceptions of the experimental group were more favorable than those of the comparison group in terms of the instructor's teaching and skill learning. Through interviews, it was found that the experimental group students enjoyed the FC teaching method because this approach resulted in more teacher-student interactions and the class was lively, interesting, and explored practical applications for daily life, which markedly enhanced their learning outcomes. The use of FC with the BOPPPS model in business education is feasible and provides another approach to skill learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01