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    Theoretical Lens

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    Jessa Mae Java
    The inverted or flipped classroom model differs from traditional lectures in two key ways: it uses active, student-centered learning activities in place of lectures, and provides students access to recorded lectures and podcasts outside of class. Some research has found the flipped classroom model allows more content to be covered and test scores to be on par or better than traditional methods. However, other studies found that not all students know how to effectively learn independently from video lectures without guidance. The flipped classroom model has potential to increase physical activity time in physical education courses by freeing up class time, but more research is still needed on its impact in this specific field. Some Chinese schools have begun experimenting with adapting the flipped classroom approach to their context and situations.

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    Theoretical Lens

    Uploaded by

    Jessa Mae Java
    64 views1 page
    The inverted or flipped classroom model differs from traditional lectures in two key ways: it uses active, student-centered learning activities in place of lectures, and provides students access to recorded lectures and podcasts outside of class. Some research has found the flipped classroom model allows more content to be covered and test scores to be on par or better than traditional methods. However, other studies found that not all students know how to effectively learn independently from video lectures without guidance. The flipped classroom model has potential to increase physical activity time in physical education courses by freeing up class time, but more research is still needed on its impact in this specific field. Some Chinese schools have begun experimenting with adapting the flipped classroom approach to their context and situations.

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    The inverted or flipped classroom model differs from traditional lectures in two key ways: it uses active, student-centered learning activities in place of lectures, and provides students access to recorded lectures and podcasts outside of class. Some research has found the flipped classroom model allows more content to be covered and test scores to be on par or better than traditional methods. However, other studies found that not all students know how to effectively learn independently from video lectures without guidance. The flipped classroom model has potential to increase physical activity time in physical education courses by freeing up class time, but more research is still needed on its impact in this specific field. Some Chinese schools have begun experimenting with adapting the flipped classroom approach to their context and situations.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    64 views1 page

    Theoretical Lens

    Uploaded by

    Jessa Mae Java
    The inverted or flipped classroom model differs from traditional lectures in two key ways: it uses active, student-centered learning activities in place of lectures, and provides students access to recorded lectures and podcasts outside of class. Some research has found the flipped classroom model allows more content to be covered and test scores to be on par or better than traditional methods. However, other studies found that not all students know how to effectively learn independently from video lectures without guidance. The flipped classroom model has potential to increase physical activity time in physical education courses by freeing up class time, but more research is still needed on its impact in this specific field. Some Chinese schools have begun experimenting with adapting the flipped classroom approach to their context and situations.

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    Theoretical lens

    The inverted classroom paradigm, commonly referred to as the flipped classroom concept, is distinct
    from classic classroom in two different methods. First, active, student-centered learning activities take
    the place of traditional lectures. Second, it gives students access to outside learning opportunities so
    they can view recorded lectures or listen to podcasts to discover new ideas(Long, Logan & Waugh,
    2016).

    According to Mason, Shuman, and Cook ,.2013, They stated that the flipped classroom model covered
    more material and that kids' test scores were on par with or greater than those of their peers in
    traditional classrooms.

    Sletten (2017) found that some students did not know how to effectively interact with video lectures
    and were not prepared to learn independently. She suggested modeling self-regulated learning
    strategies (e.g., rehearsal strategies, elaboration strategies) when interacting with video lectures. The
    instructors could also view the first few video lectures in the class with student to demonstrate how to
    study with the video lectures.

    The results of this study revealed that the flipped classroom model allowed the instructor to allocate
    more time for physical activity and for incorporation of various activities that fit into individual students‟
    needs and interest. Previous studies examining the impact of flipped classroom have also demonstrated
    positive effect, including more content teaching (Mason, Shuman, & Cook, 2013).

    A new pedagogical practice that can be effectively implemented to promote physical activity in college-
    level physical activity courses is the flipped classroom model. This model is a technology-supported
    pedagogical approach, which supports active learning in classrooms (Lo & Hew, 2017).

    By adopting the flipped classroom model, students can have more physical activity time while also
    attaining required knowledge and skills. Although many researchers have examined the impact of the
    flipped classroom model in various fields such as science (Ryan & Reid, 2016).

    lack of studies has explored the impact of this new approach in the collegiate physical activity field.
    Thus, this study aimed to examine the impact of the flipped physical education classroom on college
    students‟ knowledge, skills, and physical activity(Albert & Beatty, 2014).

    the development of the Flipped Classroom teaching mode in foreign schools, some Chinese schools
    begin to practice the Flipped Classroom teaching mode, according to Chinese actual teaching situation.
    For example, Chongqing Jukui Middle School, Shenzhen Nanshan Experimental Middle School, Shanxi
    Yuncheng Xinjiang Middle School, and Jiangsu Mudu Senior High School and so on. Chongqing Jukui
    Middle School and Shenzhen Nanshan Experimental School are the pioneers, whose modes set good
    examples in the field of domestic education(Zhong Xiaoliu, 2013).

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