Applying structured computer-assisted collaborative concept mapping to flipped classroom for hospitality accounting

Chei Chang Chiou; Li Chu Tien; Yu Cheng Tang

doi:10.1016/j.jhlste.2020.100243

Applying structured computer-assisted collaborative concept mapping to flipped classroom for hospitality accounting

Chei Chang Chiou, Li Chu Tien, Yu Cheng Tang

Department of Accounting

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

Abstract

This research investigates the effect of structured computer-assisted collaborative concept mapping (SCACCM) on student learning performance and motivation when it is used as an in-class auxiliary tool for flipped classroom teaching (FCT). This study adopts a quasi-experimental design. The teaching experiment is 3 h per week for 6 weeks, 114 students from a private university's hospitality management department in Taiwan. The experiment results show FCT strategy is helpful for enhancing students' learning motivation and academic achievements; using SCACCM as an auxiliary strategy for FCT is more effective in enhancing student learning motivation and achievements compared to a traditional exercise and discussion strategy.

Original language	English
Article number	100243
Journal	Journal of Hospitality, Leisure, Sport and Tourism Education
Volume	26
DOIs	https://doi.org/10.1016/j.jhlste.2020.100243
Publication status	Published - 2020 Jun

All Science Journal Classification (ASJC) codes

Education
Tourism, Leisure and Hospitality Management

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title = "Applying structured computer-assisted collaborative concept mapping to flipped classroom for hospitality accounting",

abstract = "This research investigates the effect of structured computer-assisted collaborative concept mapping (SCACCM) on student learning performance and motivation when it is used as an in-class auxiliary tool for flipped classroom teaching (FCT). This study adopts a quasi-experimental design. The teaching experiment is 3 h per week for 6 weeks, 114 students from a private university's hospitality management department in Taiwan. The experiment results show FCT strategy is helpful for enhancing students' learning motivation and academic achievements; using SCACCM as an auxiliary strategy for FCT is more effective in enhancing student learning motivation and achievements compared to a traditional exercise and discussion strategy.",

author = "Chiou, {Chei Chang} and Tien, {Li Chu} and Tang, {Yu Cheng}",

note = "Funding Information: This study is supported in part by the Ministry of Science and Technology of the Republic of China under contract numbers MOST 104-2511-S-451-002- . ",

year = "2020",

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AU - Chiou, Chei Chang

AU - Tien, Li Chu

AU - Tang, Yu Cheng

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PY - 2020/6

Y1 - 2020/6

N2 - This research investigates the effect of structured computer-assisted collaborative concept mapping (SCACCM) on student learning performance and motivation when it is used as an in-class auxiliary tool for flipped classroom teaching (FCT). This study adopts a quasi-experimental design. The teaching experiment is 3 h per week for 6 weeks, 114 students from a private university's hospitality management department in Taiwan. The experiment results show FCT strategy is helpful for enhancing students' learning motivation and academic achievements; using SCACCM as an auxiliary strategy for FCT is more effective in enhancing student learning motivation and achievements compared to a traditional exercise and discussion strategy.

AB - This research investigates the effect of structured computer-assisted collaborative concept mapping (SCACCM) on student learning performance and motivation when it is used as an in-class auxiliary tool for flipped classroom teaching (FCT). This study adopts a quasi-experimental design. The teaching experiment is 3 h per week for 6 weeks, 114 students from a private university's hospitality management department in Taiwan. The experiment results show FCT strategy is helpful for enhancing students' learning motivation and academic achievements; using SCACCM as an auxiliary strategy for FCT is more effective in enhancing student learning motivation and achievements compared to a traditional exercise and discussion strategy.

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