Project-based Flipped Classroom Method in a Cooking Practice Class: A Case Study

Saem Han and Tae Kyun Na

SAGE Open, 2025, vol. 15, issue 1, 21582440251321574

Abstract: This study introduces the project-based flipped teaching-learning method into a cooking practice class and analyzes student satisfaction. In the pre-class stage, the professor created a video lecture explaining the practice dish’s ingredients and cooking methods, and uploaded it to the Learning Management System. After watching the video, during the in-class stage, learners practiced in teams, with the professor providing feedback on cooking processes. In the post-class stage, learners presented the cooking process of the completed dish, and received further feedback. A satisfaction survey involving 19 of 21 students indicated positive ratings for focus in class, online–offline course balance, professor–student interaction, and convenience of video lectures. However, learners indicated difficulty in understanding the cooking method and process owing to the lack of demonstration by the professor during the pre-class stage. Therefore, an efficient teaching and learning method for cooking practice education that can maximize these advantages should be designed.

Keywords: cooking practice class; flipped teaching-learning method; instructional design model; project-based learning; satisfaction level (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:1:p:21582440251321574

DOI: 10.1177/21582440251321574

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