Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts

Lucena, Francisco Javier Hinojo; Mingorance-Estrada, Ángel Custodio; Torres, Juan Manuel Trujillo; Díaz, Inmaculada Aznar; Reche, María del Pilar Cáceres

doi:10.3390/su10051334

Cited by 92 publications

(78 citation statements)

References 30 publications

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“…Student learning in PE, in general terms, has in several studies been demonstrated to be positively affected as more time is allocated to practical activities when comparing FL classes to traditionally conducted ones [69,[78][79][80][81]. In university PE, Hinojo-Lucena et al [82] have demonstrated that a FL approach improves academic performance and positively affects motivation. While some negative aspects of FL are pointed out, like the extra work-load that some students perceive [83,84], the reported challenges are far fewer than the reported advantages [84], and a recent review of FL in K-12 education concludes that FL promotes active learning, providing a neutral or positive impact on student achievement [85].…”

Section: Flipped Learningmentioning

confidence: 99%

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

Østerlie

Mehus

2020

Education Sciences

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The purpose of the present study was to examine if and how the introduction of a flipped learning (FL) framework in Norwegian lower and upper secondary school physical education (PE) could affect student situational motivation and health-related fitness knowledge (HRFK). 206 Norwegian students (48% girls) from secondary and upper secondary schools were included in a three-week-long intervention. 85 students were assigned to an intervention group and 121 students to a control group, with the intervention aimed at integrating information communication technology (ICT) through the use of online videos. The results showed a negative motivational change for male students unless the activity changes were placed within an explanatory rationale through FL. The application of FL caused more cognitive knowledge learning, resulting in higher levels of HRFK among both girls and boys. The current research provided valuable insights into Norwegian students' motivation for PE and that cognitive knowledge learning can be affected when integrating the use of ICT in PE.

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Section: Flipped Learningmentioning

confidence: 99%

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

Østerlie

Mehus

2020

Education Sciences

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“…Thus, this methodological renewal incorporates new strategies that put the students at the centre of the teaching and learning process. Good examples of this are the flipped-classroom and gamification [7,8]. Hence, research that empirically analyzes the positive effects of greater motivation on the part of students with their role in class [9,10], is fundamental to lay the foundations for this new educational paradigm.…”

Section: Gamification Flipped-classroom and Motivationmentioning

confidence: 99%

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

et al. 2019

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We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.

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“…Nevertheless, FL is suggested to have a positive influence on motivation to participate in PE among adolescents, as the attainment value and the expectation of success increase (Østerlie, 2018b), and the perceived costs of attending are reduced (Østerlie, 2018a), especially among girls. Furthermore, Hinojo-Lucena et al (2018) suggest applying FL in university PE due to its positive influence on motivation and academic performance. Compared to a more traditional approach in PE, the flipped approach allows for more time to be dedicated to practical activities and individual feedback, resulting in improved student learning in PE (Killian et al, 2016;Østerlie, 2016;Lina, 2017;Isidori et al, 2018;Sargent and Casey, 2019).…”

Section: Flipped Learning In Pementioning

confidence: 99%

The Perception of Adolescents’ Encounter With a Flipped Learning Intervention in Norwegian Physical Education

Østerlie

Kjelaas

2019

Front. Educ.

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Objective: The discrepancy between observed and suggested levels of physical activity among adolescents urges society to obtain more knowledge and insight into how physical education (PE) in school can be beneficial for all individuals. The purpose of the present study was to examine the perceptions of adolescents of a flipped learning (FL) framework, applied to enhance student motivation and learning in PE. Methods: Ten students, from 13 to 17 years of age, were recruited from one secondary school and one upper secondary school from two different counties in Norway during the spring of 2016. The data were generated using semi-structured interviews, reduced, analyzed, and interpreted by constructivist grounded theory and stepwise-deductive induction traditions through constructivist and situated learning lenses. Results: It was demonstrated that the video format is preferred as preparation material over text material, that instructions on class activities are preferably given in the preparation material and not in class, and that the students did not report any negative aspects of FL. The students showed a positive perception of preparing for PE classes if the preparation material is in the form of a video, and if it has a clear connection to the upcoming class content and outcome aim(s). FL has a positive effect on student understanding and learning in PE, and FL produces a positive change in how students value PE. Conclusion: A clearly positive perception of FL in PE was demonstrated. FL seems to facilitate deep learning in PE, facilitated by motivation, knowledge, and the nature of the learning framework.

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Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts

Cited by 92 publications

References 30 publications

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

The Perception of Adolescents’ Encounter With a Flipped Learning Intervention in Norwegian Physical Education

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