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Many universities adapted online teaching as their strategies based on the consideration of COVID-19. The objective of this study aimed at verifying the procedures and effects of flipped classroom for online teaching. Qualitative method was employed and data was collected by students’ class summary after they have finished the online teaching course of Tourist Psychology at department of tourism management, Sichuan University of Science and Engineering. Findings reported that flipped classroom for online teaching is executable. Furthermore, before-class activities, in-class activities, and after-class activities could promote learning performance. Moreover, sense of humor for teacher and the atmosphere within the class were found to have the positive benefits to the flipped classroom for online teaching. Finally, universities should make some policies to teachers to encourage their adaption of flipped classroom is suggested.
Tsai-Fa Yen (Wed,) studied this question.