Expanding Learning Opportunities in Kinesiology Through the Use of Flipped Instruction

in Kinesiology Review
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Millennial college students are typically digital natives who prefer experiential and active learning. This preference is in contrast to the traditional lecture method of teaching in higher education. Flipped instruction provides instructors with a means to integrate technology into their courses and expand active-learning opportunities. In flipped courses, students engage with technology-assisted learning opportunities outside the classroom. Corresponding in-class active-learning opportunities encourage students to apply foundational knowledge. This article summarizes research and provides an authentic case example to illustrate the way in which flipped instruction was applied in a physical education teacher education course to expand learning opportunities in the field.

The authors are with the Dept. of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, Urbana, IL.

Woods (amywoods@illinois.edu) is corresponding author.
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