Flipping a Class: Active Learning and More of It

in Sport Management Education Journal
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Despite what many claim, just because there is teaching does not mean there is learning. Clear and convincing evidence supports changing the instructional paradigm to a learner-centered classroom. Flipping a class shifts the delivery, often through technologically presented lectures, to free class time for student participation in a plethora of learning activities, such as think-pair-share and discussions, leading to student perceptions of greater learning and more enjoyment. In an action research approach with one class, 72% of juniors and seniors in an undergraduate sport finance and economics class reported out-of-class lectures often positively impacted their learning, and the remaining 28% responded these lectures did sometimes. End-of-course evaluations and surveys were overwhelmingly positive about class engagement, interaction, and enjoyment.

Angela Lumpkin is with the Department of Kinesiology and Sport Management, Texas Tech University, Lubbock, TX. Rebecca M. is with the School of Kinesiology and Recreation, Illinois State University, Normal, IL.

Address author correspondence to Angela Lumpkin at angela.lumpkin@ttu.edu.
Sport Management Education Journal
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