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.

中文翻译：

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BOPPPS模式翻转课堂对商务礼节学习者学习成果和知觉的影响

本研究的目的是研究在商务礼节课程中实施翻转教室（FC）模式对学生学习成果的影响。进行了准实验研究，并通过问卷调查和半结构化访谈进行了补充。研究参加者是商务礼节课程的两个班级的77名学生。实验组由57名参与者组成，其中实施了具有BOPPPS（过渡，目标，评估前，参与式学习，评估后和总结）的功能模块。对照组由20名参与者组成，他们采用了传统的教学方法。结果表明，实验组的学生在学习成果方面优于同龄人。在讲师的教学和技能学习方面，实验组的看法比对照组的看法要好。通过访谈发现，实验组学生喜欢FC教学方法，因为这种方法导致了更多的师生互动，并且课堂生动，有趣，并探索了日常生活中的实际应用，从而显着提高了他们的学习成果。在商务教育中将FC与BOPPPS模型结合使用是可行的，并为技能学习提供了另一种方法。结果发现实验组的学生喜欢FC教学法，因为这种方法导致了更多的师生互动，并且课堂生动，有趣，并探索了日常生活中的实际应用，从而显着提高了他们的学习成果。在商务教育中将FC与BOPPPS模型结合使用是可行的，并为技能学习提供了另一种方法。结果发现实验组的学生喜欢FC教学法，因为这种方法导致了更多的师生互动，并且课堂生动，有趣，并探索了日常生活中的实际应用，从而显着提高了他们的学习成果。在商务教育中将FC与BOPPPS模型结合使用是可行的，并为技能学习提供了另一种方法。