The effects of flipped learning on learning motivation and attitudes in a class of college physical therapy students

• Main Authors: Eun Jung Chung (Author), Byoung-Hee Lee (Author)
• Format: Book
• Published: Halla Newcastle Education and Research Center, 2018-04-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2288-8675; 2508-9145; 10.24313/jpbl.2018.5.1.29
• Keywords: Flipped learning; Motivation; Attitude; Education; L; Theory and practice of education; LB5-3640
• Source: Journal of Problem-Based Learning, Vol 5, Iss 1, Pp 29-36 (2018)

Purpose This study aims to verify the effects of flipped learning on learning motivation and attitudes in a class of college physical therapy students. Methods The subjects were 97 students in College A who had registered for musculoskeletal examination and assessment and practice at the second semester of 2017. The flipped learning program was applied to students for one semester, after which a paired t-test was performed to compare the dependent variables (learning motivation and attitudes) before and after the flipped learning program. Results The results showed significant differences in learning motivation (attention, relevance, confidence, satisfaction) and attitudes (attitude about physical therapy). Conclusion These results suggest that flipped learning improves learning motivation and attitudes. Therefore, follow-up study is necessary to investigate further the application of flipped learning in various students and teaching methods.