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J Probl Based Learn > Volume 5(1); 2018 > Article
Journal of Problem-Based Learning 2018;5(1): 29-36.
DOI: https://doi.org/10.24313/jpbl.2018.5.1.29    Published online April 30, 2018.
The effects of flipped learning on learning motivation and attitudes in a class of college physical therapy students
Eun Jung Chung1, Byoung-Hee Lee2
1Department of Physical Therapy, Andong Science College, Republic of Korea
2Department of Physical Therapy, Sahmyook University, Republic of Korea
Correspondence  Eun Jung Chung ,Tel: +82-54-851-3752, Fax: +82-54-852-9907, Email: eunjung@asc.ac.kr
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.
Keywords: Flipped learning, Motivation, Attitude
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