Flipped classroom in a therapeutic modality course: students’ perspective

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Dana Bates
Genevieve Ludwig


The use of flipped classrooms has gained momentum and involves the instructor replacing the passive reception of material found in common lectures, so class time may be used for hands-on practical application, discussion, or assignments. The purpose of this paper is to explore students’ perceptions of a flipped therapeutic modality course. Focus group interviews were conducted with sixteen participants (14 female, 2 male) who completed a therapeutic modality course. Data were collected through 4 focus group interviews, which were digitally recorded and transcribed. Data were analyzed to uncover dominant themes—first by organizing the data, then summarizing data into codes, and finally interpreting. Credibility was secured through peer review, member checks, and investigator triangulation. The analysis resulted in three common themes: the flipped classroom (1) was perceived as valuable by students, (2) led to active participation in class, and (3) helped students feel better prepared for the class. Athletic training students, particularly in a flipped therapeutic modality course, valued this pedagogical approach.


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Bates, D., & Ludwig, G. (2020). Flipped classroom in a therapeutic modality course: students’ perspective. Research and Practice in Technology Enhanced Learning, 15. Retrieved from https://rptel.apsce.net/index.php/RPTEL/article/view/2020-15018