Fostering student engagement in hybrid mixed-mode event management courses based on flipped learning and inclusive learning design

With the transition to mixed mode teaching due to COVID-19 wherein convenors are expected to deliver classes both online and in-person, engaging students can be challenging. This working paper outlines the collaborative efforts of a team working to redesign an Event Management major for hybrid delivery based on the principles of flipped learning and inclusive design. Qualitative interviews with students enrolled in the hybrid courses in addition to course evaluation surveys revealed that mixed mode delivery increased student engagement, and active learning, while the authentic assessments in the major provided students with a topical artefact for their career portfolio and a 21st century skill that further enhanced their employability. ; No Full Text