ABSTRACT A general direction in higher education has been to move away from lecture-based instruction toward more active and student-centered learning. Even though much research has been done regarding digitalization in instructional contexts, there is not much research on applying a flipped classroom (FC) approach to teaching cross-cultural communication in the international business field. Therefore, this study applies an FC pedagogical approach and the principles of sales communication education (SCE) to teaching cross-cultural communication to millennial international business and sales management students. Data regarding student satisfaction, students’ perceptions of elements of an FC course, as well as learning outcomes and meaningful learning experiences were collected using a mixed methods approach. The results show that overall student satisfaction with the FC course was very high. The millennials found the FC course to be a highly enjoyable way of learning cross-cultural communication. They particularly valued the pre-learning materials (video lectures), interactive in-class meetings and the teacher’s supportive actions. The learning outcomes included cognitive, behavioral and affective learning. Meaningful learning experiences included interviewing a CEO or international seller and engaging in practical negotiation exercises. Pedagogical improvements, theoretical implications and directions for future research are discussed.

中文翻译：

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千禧一代跨文化交流教学的翻转课堂教学法

摘要高等教育的总体方向是从基于讲授的教学转向更积极和以学生为中心的学习。尽管已经在教学环境中进行了很多有关数字化的研究，但是在国际商务领域中，采用翻转课堂（FC）的方法来教授跨文化交流的研究还很少。因此，本研究采用FC教学法和销售传播教育（SCE）的原理，向千禧国际商务和销售管理专业的学生教授跨文化传播。使用混合方法收集有关学生满意度，学生对FC课程要素的看法以及学习成果和有意义的学习经历的数据。结果表明，学生对FC课程的总体满意度很高。千禧一代发现FC课程是学习跨文化交流的一种非常有趣的方式。他们特别重视学习前的材料（视频讲座），互动式课堂会议和老师的支持行动。学习成果包括认知，行为和情感学习。有意义的学习经历包括采访首席执行官或国际卖家，并进行实际的谈判练习。讨论了教学方法的改进，理论意义和未来研究的方向。他们特别重视学习前的材料（视频讲座），互动式课堂会议和老师的支持行动。学习成果包括认知，行为和情感学习。有意义的学习经历包括采访首席执行官或国际卖家，并进行实际的谈判练习。讨论了教学方法的改进，理论意义和未来研究的方向。他们特别重视学习前的材料（视频讲座），互动式课堂会议和老师的支持行动。学习成果包括认知，行为和情感学习。有意义的学习经历包括采访首席执行官或国际卖家，并进行实际的谈判练习。讨论了教学方法的改进，理论意义和未来研究的方向。