Flipped Learning (FL) is a pedagogical approach which encourages students to learn independent of academic staff and take greater ownership and responsibility for their studies. Learners are exposed to new topics outside of formal lecture settings, as they complete problem-based activities prior to attending timetabled sessions. This preparation in-advance means class-based sessions can be delivered in a highly-interactive and practical-manner, promoting self-regulated learning. Employing a qualitative approach, this study explored insights and experiences of ten sport coaching students who encountered FL for the first time during the final year of an undergraduate sport coaching programme at a North of England University. Analysis of data generated five themes related to initial expectations and experiences of FL and value of FL in supporting student engagement. Findings provide evidence to inform future curriculum reform that may be more appropriate for meeting the academic capabilities, needs and motivations of modern day Higher Education (HE) students, together with supporting the re-tooling and professional development needs of academic and support staff across the sector.
|Journal||Innovative Practice in Higher Education|
|Publication status||Published - 20 Apr 2018|