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A Case Study on Flipped Learning in a University Tourism Discussion Class

  • Journal of Tourism Sciences
  • Abbr : JTS
  • 2020, 44(3), pp.51-70
  • DOI : 10.17086/JTS.2020.44.3.51.70
  • Publisher : The Tourism Sciences Society Of Korea
  • Research Area : Social Science > Tourism
  • Received : February 14, 2020
  • Accepted : March 30, 2020
  • Published : May 1, 2020

Cho, Mi-hea 1 Jenni Lee 1

1세종대학교

Excellent Accredited

ABSTRACT

Higher education institutions are under greater pressure to identify a new pedagogy that can promote students' motivation and achievement in learning. Flipped learning (FL) classrooms have been considered to be an effective alternative to traditional lecture-style classes. Students in FL classroom re expected to engage in three steps: watching pre-class lectures (i.e., online lectures), participating in in-class activities (i.e., discussions), and completing post-class assignments that are aimed to promote active learning and the in-depth understanding of the class materials. This study evaluated the effects of FL in the context of tourism education in which student-centered group discussions comprised the in-class activities. The research applied Keller’s (1987) Attention, Relevance, Confidence, and Satisfaction (ARCS) model to investigate whether FL classrooms motivate students’ active learning and class participation. Eighteen students who completed the FL-style tourism class were invited to participate in semi-structured interviews. The transcribed data were analyzed using content analysis to identify the key motivators of each of ARCS model components. Related to each ARCS components, the most frequently mentioned categories were sharing opinion/group learning, the usefulness of sustainable development goals, speech skills, and the connection between pre- and in-class activities, respectively. The final part of the paper provides recommendations for FL use in tourism education and the limitations of the study.

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