Introducing and Analyzing a Learner-Centered Classes for history Using World Cafe and Flipped Learning

This study aims to propose and analyze a practical learner-centered instructional model for undergraduate East Asian history courses in a history department. Drawing on the implementation of multiple learner-centered approaches across East Asian history courses at “G University” (from the second semester of 2019 to the second semester of 2025), the paper focuses on the most favorably received model used in the sophomore-level introductory course, “Introduction to Eastern History.” The course sets two primary goals: (1) a complete reading of Opening the Eastern history over 15 weeks and (2) fostering students’ interest in East Asian history. To support these goals, the course adopts a flipped-learning structure in which pre-class learning is conducted through textbook summarization and student-generated self Q&A, while in-class time is devoted to World Cafe style discussions. Assessment combines continuous evaluation, midterm and final exams based on student-generated self Q&A, and attendance. Across qualitative course-evaluation data, approximately 33% of students expressed positive responses and about 4% reported dissatisfaction. These findings suggest that integrating flipped learning with a World Cafe format can enhance engagement and perceived learning benefits in introductory history courses.