scholarly journals Flipped Learning in a PBL Environment – An Explorative Case Study on Motivation

2020 ◽  
Vol 27 (1) ◽  
pp. 3083-3094
Author(s):  
Nanna Svarre Kristensen ◽  
Lise Busk Kofoed ◽  
Jon Ram Bruun-Pedersen ◽  
Lars Birch Andreasen
Keyword(s):  
Flipped Learning

A Qualitative Case Study of Flipped Learning Class on College Students

2016 ◽  
Vol 22 (4) ◽  
pp. 777-803
Author(s):  
Sanghoon Im ◽  
Sumin Kang ◽  
Sinwoo Lee ◽  
Yeong-Mahn You
Keyword(s):  
College Students ◽  
Qualitative Case Study ◽  
Flipped Learning

scholarly journals Improving the Teaching of ICT Engineering using Flipped Learning: a personalized model and a case study

Production ◽  
2017 ◽  
Vol 27 (spe) ◽  
Author(s):  
Abdelhak Aqqal ◽  
Asmaa Elhannani ◽  
Abdelfatteh Haidine ◽  
Aziz Dahbi
Keyword(s):  
Flipped Learning

Chalk and talk versus flipped learning: A case study

2018 ◽  
Vol 35 (1) ◽  
pp. 121-126 ◽  
Author(s):  
Keith W. Maycock
Keyword(s):  
Flipped Learning

scholarly journals Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time

2019 ◽  
Vol 26 (1) ◽  
pp. 70-84 ◽  
Author(s):  
Julia Sargent ◽  
Ashley Casey
Keyword(s):  
Appreciative Inquiry ◽  
Digital Technology ◽  
Document Analysis ◽  
Flipped Learning ◽  
Pedagogical Approach ◽  
Physically Active ◽  
Perceived Need ◽  
Inquiry Approach ◽  
Field Notes

Flipped learning (FL) is a pedagogical approach that has scarcely been examined in physical education (PE). As a result, we have little information regarding what PE teachers think of the approach, how they apply it, or what perceived value it has for their teaching. This research explores the reasons which two UK-based PE teachers gave for why and how they used FL to complement their use of digital technology (DigiTech). Their experiences and views are explored through a case study/appreciative inquiry approach. Data were generated from: (a) interviews with the teachers; (b) lesson observations and field notes and (c) document analysis, all of which were analysed using grounded theory. The findings showed that each teacher used FL and DigiTech in nuanced ways to support their teaching. Despite personal differences, FL was established by both teachers as a consistent routine of practice to support the use of DigiTech. The teachers’ rationales for using FL hinged on their belief that: (a) it optimised the lesson time in which students could be physically active and (b) it supported their examination PE students. Overall, the results indicated that, when used in conjunction with DigiTech, FL has the potential to pedagogically support teachers’ teaching of PE. This is particularly pertinent given the limited time allocated in the curriculum to PE (some of which is inevitably lost in the changing rooms) and the perceived need for students to be physically active in lessons.

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