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

Abstract

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.