Many universities adopted online teaching as their strategy based on the consideration of 
COVID-19. The objective of this study aimed at verifying the procedures and effects of the flipped 
classrooms for online teaching. Qualitative method was employed and data was collected by 
students’ class summary after they have finished the online teaching course of Tourist Psychology 
at department of tourism management, Sichuan University of Science and Engineering. Findings 
reported that flipped classroom for online teaching is executable. Furthermore, before-class 
activities, in-class activities, and after-class activities could promote learning performance. 
Moreover, sense of humour for teacher and the atmosphere within the class were found to have the 
positive benefits to the flipped classroom for online teaching. Finally, universities should make 
some policies to teachers to encourage their adaption of flipped classroom is suggested.