ABSTRACT
This research explored the integration of flipped teaching into professional practice courses of multimedia design based on an action research model, with the goal of improving the performance of undergraduate students’ basic design professional skills. Moreover, it investigated the learning process and results of basic design subjects by freshmen to junior students in the Department of Multimedia Design at National Houbi Senior High School. One class was chosen from each grade, and three lessons were offered each week over an 18-week period. In total, 54 lessons were taught, and 60 students were engaged in the study. This research took the recent concept of flipped teaching courses advocated by the Ministry of Education as the main axis and used the self-developed flipped interactive teaching model by the author who has many years of teaching experience. Teaching was carried out with relevant teaching activities such as group work, presentations, and post-class tests. The research methods include participation observation, questionnaire survey, interview and inductive analysis of students’ works. The research results are as follows: (1) flipped teaching can quickly enhance students’ interest in learning; (2) students feel a high sense of participation through on-stage operation and group exercises; (3) frequent practice of painting techniques in groups and on-stage enable students to review or remember more efficiently during exams; (4) this teaching method is proven to be highly effective according to the results of the post-test; (5) this teaching method provides a reference for relevant research on flipped teaching design, so that more teachers can understand the advantages and limitations of flipped teaching and apply it to their teaching sessions.
