Abstract—This article explores the flipped classroom models
in the intercultural communication course developed by
educators and students for online learning. Educators adapt to
a mixed teaching method combining online and face to face
teaching, creating a blended learning environment. Due to the
special features of online learning, the key to effective education
lies in the focus on students rather than educators while
designing the curriculum. In order to improve students'
intercultural capabilities, educators use the case analysis
method to help students cultivate real-life intercultural
communication skills. After looking into students’ feedback, we
designed a practical and effective teaching plan involving
teaching objectives, teaching content, and teaching methods.
We guide students to participate in the whole experience
process of analyzing real cases and solving problems. The
"Performance Culture Approach" method is introduced to
students, and students are encouraged to bring actual problems
they encountered into the classroom to study. Through the
analysis and discussion of real cases, students can find a feasible
solution to the problem, so as to avoid communication barriers
and successfully conduct intercultural communication.
Index Terms—Blended learning, active learning, online learning, flipped classroom, intercultural communication course, performance culture approach.
Yanlan Shi is with Chinese Collage, Beijing Language and Culture University, Beijing, China (e-mail: firstname.lastname@example.org).
Cite: Yanlan Shi, "A Blended Learning Practice of "Flipped Classroom" Mode in Intercultural Communication Course," International Journal of Information and Education Technology vol. 12, no. 11, pp. 1260-1266, 2022.Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).