Adopting Flipped Learning (FL) for Physical Education Pre-Service Teachers at a Korean University

Abstract

Since flipped learning (FL) is a popular approach in a worldwide university classroom, expanding the scope with diverse disciplines and student populations is necessary. This study examines Korean pre-service teachers' evaluations and satisfaction with flipped learning for physical education courses. The data was collected in 2022 fall, including the course exit survey (n=103) and focus-group interviews (n=8). The results are as follows. Firstly, FL provides a convenient and adaptable learning environment for PSTs, allowing them to access course materials conveniently. Secondly, the FL format is beneficial for PSTs in developing their self-directed learning skills, as they review course materials before attending face-to-face classes. As a result, PSTs reported feeling more prepared for in-class assignments. Thirdly, PSTs praised the FL instructor as a competent educator who effectively communicated the course content in a well-organized manner. However, PSTs preferred immediate instructor feedback during focus-group discussions during face-to-face or synchronous Zoom lectures. Lastly, various recommendations were discussed for successfully implementing FL in higher education physical education courses.