Abstract
This study investigates the effectiveness of applying the flipped classroom teaching model to career planning courses in colleges and its efficacy on students’ learning satisfaction and career planning. This study samples 52 first-year university students and 56 first year junior college student. The purpose is to identify and improve the deficiency in the application of flipped classrooms to career planning courses under different academic systems at colleges, so as to enhance benefits to students. In addition, this study adopts the Learning Satisfaction Questionnaire as the assessment tool. The statistical analysis and the research findings suggest that in general, older students (with an average age of 18) in the first year of the four-year technical program are more satisfied with the teaching model of flipped classrooms than younger students (with an average age of 15) in the first year of the five-year junior college program. The teaching model of flipped classrooms has differing effects on students in different academic systems. Based on the research findings, for 4-year technical program freshmen, after taking the flipping career planning course it is about 92% of students have personal specialty-oriented career planning; for first-year junior college students, after taking the flipping career planning course it is about to 86% of students have personal specialty-oriented career planning. This paper develops suggestions for the application of flipped classrooms to the teaching of career planning courses to college students. It serves as a template for the promotion of flipped classroom teaching in higher education for specialty-oriented career planning courses in colleges. 
Highlights
To sum up the relevant research findings on specialty-oriented career planning, this study primarily aims to explore the change in teaching methods for specialty-oriented career planning courses and the effectiveness of applying flipped classroom teaching to specialty-oriented career planning courses on the learning satisfaction and career planning effectiveness of first-year college students under different academic systems
A comparative analysis is conducted on the difference in learning satisfaction with different items when the flipped classroom teaching is applied to career planning courses under different academic systems
This study aims to evaluate the effectiveness of the adoption of the innovative teaching method with flipped classrooms for specialty-oriented career planning courses
Summary
People have become increasingly reliant on technology in the 21st century of information, internet and high tech. The emergence response to the COVID-19 outbreak in 2020 has prompted all countries to accelerate long-distance education. The hybrid model of long-distance education and in-person flipped classrooms is expected to continue for decades. In response to the international trend and influence of flipped classrooms, the education circle in Taiwan from elementary schools, junior high schools to colleges have begun to promote reforms with flipped courses. Under this trend for education reforms, the teachers in different domains at colleges and universities express the requirements for changing teaching models in higher education
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