Flipping the Classroom:  Effects on Course Experience, Academic Motivation, and Performance in an Undergraduate Exercise Science Research Methods Course

Robert Schlote,Diana Sturges,Jody Langdon

doi:10.14434/josotl.v18i4.22729

Abstract

The goal of the study was to determine the effects of the Flipped Classroom Model (FCM) on students’ course experience, basic need satisfaction, motivation, and academic performance in an undergraduate Research Methods course for exercise science majors. One section received instruction in a Traditional Lecture Model (TLM), while the other section received instruction via the FCM. An adapted survey was administered to approximately 175 students, with 83% responding. Significant differences were seen in course experience (learning resources and course organization). Analysis of lecture viewing data revealed that students in the FCM did not adhere to a level of lecture viewing that would ensure success in the course. The FCM was determined to be a viable alternative to TLM, as motivation and general course experiences was high for both formats, however instructors must be aware of the need to reinforce preparation for in-class work.

Highlights

Higher education in general and higher education in kinesiology is profoundly affected by the current age of supercomplexity (Barnett, 2004)
Of note are the high values on learning resources and course organization areas of Course Experience Questionnaire (CEQ), which were higher in the traditional lecture model (TLM)
No significant differences were found in relatedness between the TLM and Flipped Classroom Model (FCM)

Summary

Introduction

Higher education in general and higher education in kinesiology is profoundly affected by the current age of supercomplexity (Barnett, 2004). Among the characteristics of supercomplexity such as globalization, interpretation of higher education with the wider host society, marketization of higher education and competition, an important place is occupied by the revolution brought by the arrival of digital technologies (Barnett, 2004). They change the way in which information and knowledge is generated and shared. The Flipped Classroom Model (FCM) challenges the idea of the traditional lecture model (TLM).

Objectives

Results

Conclusion