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      Academic Effects of the Use of Flipped Learning in Physical Education

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          Abstract

          The technological characteristics of today’s society have favored the inclusion of information and communication technology (ICT) and the emergence of new training methodologies in educational spaces. This study addresses flipped learning as an innovative approach in the teaching and learning processes of physical education at two educational stages, primary and secondary education. The objective of this study is to analyze the effectiveness of flipped learning with respect to traditional methodology. A descriptive and correlational experimental research design was used through a quantitative perspective. Two study groups were established, one control (traditional methodology) and one experimental (flipped learning) in each educational stage. A total of 119 students from an educational center in Ceuta (Spain) participated. These participants were chosen intentionally. The data were collected through a questionnaire. The results show that the experimental group obtained better evaluations in the academic indicators, highlighting the motivation, autonomy, and interactions between the different agents. Regarding the effectiveness of flipped learning according to the educational stage, its potential was demonstrated in both stages, highlighting a significant improvement in autonomy in secondary education.

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          Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research

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            Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies

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              The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback

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                Author and article information

                Journal
                Int J Environ Res Public Health
                Int J Environ Res Public Health
                ijerph
                International Journal of Environmental Research and Public Health
                MDPI
                1661-7827
                1660-4601
                31 December 2019
                January 2020
                : 17
                : 1
                : 276
                Affiliations
                Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain; fhinojo@ 123456ugr.es (F.J.H.L.); jesuslopez@ 123456ugr.es (J.L.B.); arturofuentes@ 123456ugr.es (A.F.C.); jttorres@ 123456ugr.es (J.M.T.T.)
                Author notes
                Author information
                https://orcid.org/0000-0003-0823-3370
                https://orcid.org/0000-0002-2761-3523
                https://orcid.org/0000-0001-8125-4990
                Article
                ijerph-17-00276
                10.3390/ijerph17010276
                6981672
                31906054
                373de8a1-50ff-4aec-9c78-5824e5f6e73c
                © 2019 by the authors.

                Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license ( http://creativecommons.org/licenses/by/4.0/).

                History
                : 26 October 2019
                : 03 December 2019
                Categories
                Article

                Public health
                educational innovation,digital learning,experimentation,learning impact,didactic benefits,primary and secondary education

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