Adopting Flipped Learning (FL) for Physical Education Pre-Service Teachers at a Korean University

Seung-Hoon  Jeong; Ji-Young  Chung

doi:10.36941/ajis-2023-0121

Authors

Seung-Hoon Jeong Woosuk University, 443, Samnye-ro, Samnye-eup, Wanju_gun, Jeollabuk-do, South Korea
Ji-Young Chung Kyunghee University, 1709, Deogyeong-daero, Yeongtong-gu, Suwon-si, Gyeonggi-do, South Korea *Corresponding Author

DOI:

https://doi.org/10.36941/ajis-2023-0121

Keywords:

flipped learning, flipped classroom, pre-service teachers, physical education, higher education, four pillars of flipped learning, self-directed learning

Abstract

Since flipped learning (FL) is a popular approach in a worldwide university classroom, expanding the scope with diverse disciplines and student populations is necessary. This study examines Korean pre-service teachers' evaluations and satisfaction with flipped learning for physical education courses. The data was collected in 2022 fall, including the course exit survey (n=103) and focus-group interviews (n=8). The results are as follows. Firstly, FL provides a convenient and adaptable learning environment for PSTs, allowing them to access course materials conveniently. Secondly, the FL format is beneficial for PSTs in developing their self-directed learning skills, as they review course materials before attending face-to-face classes. As a result, PSTs reported feeling more prepared for in-class assignments. Thirdly, PSTs praised the FL instructor as a competent educator who effectively communicated the course content in a well-organized manner. However, PSTs preferred immediate instructor feedback during focus-group discussions during face-to-face or synchronous Zoom lectures. Lastly, various recommendations were discussed for successfully implementing FL in higher education physical education courses.

Received: 20 June 2023 / Accepted: 21 August 2023 / Published: 5 September 2023