The purpose of this exploratory study was to examine the effectiveness of flipped classroom teaching approach in an undergraduate introductory biomechanics class. A total of 28 students were recruited for the study. Students were required to watch short videos, study reading assigned, and complete pre-work assignments before each class. During class time, students were mainly engaged with problem-based learning. The biomechanics concept inventory (BCI) version 3 was used to determine learning improvement. The pre-, post-test, and survey were administered during the first and last two weeks of the semester. Students demonstrated significant learning improvement (d = 1.23, P < 0.05) with a 23% normalised learning gain. Most students (64%) indicated that the flipped classroom approach works well for their learning because it provides flexibility that they may review the course lesson anytime on their own.
"FLIPPED CLASSROOM FOR UNDERGRADUATE INTRODUCTORY BIOMECHANICS CLASS,"
ISBS Proceedings Archive: Vol. 41:
1, Article 52.
Available at: https://commons.nmu.edu/isbs/vol41/iss1/52