Teaching Exercise Physiology with Flipped Classroom Method in The Era of COVID-19: Experience of a Remote Course

Authors

Valéria Panissa, University of Sao PauloFollow
Cláudia Lúcia de Moraes Forjaz, University of São PauloFollow
Bruno Rocha de Avila Pelozin, University of São PauloFollow
Gabriel Loureiro Martins, University of São PauloFollow
Ailma Oliveira da Paixão, University of São PauloFollow
Raphael Ferreira de Paiva Barreto, University of São PauloFollow
Patricia Chakur Brum, University of São PauloFollow

Abstract

Purpose: The purpose of this article is to describe the use of flipped classroom method in a forced remote Exercise Physiology course during the COVID-19 pandemic and assess the students’ motivation and learning throughout the course. METHODS: Undergraduate students received recorded asynchronous activities each week that should be done before a weekly synchronous meeting. During synchronous and asynchronous activities, strategies to emphasize students’ active participation were applied. Weekly, learning evaluation activities were applied, and the motivation was assessed. At the end of the course, students’ motivation and learning about each activity were evaluated. RESULTS: Of the 14 course topics, 2 were rated as “extremely motivated”, 11 as “very motivated” and 1 as “motivated”. Furthermore, motivation was positively correlated with learning, and students attributed high scores to all activities, except for group activity. CONCLUSION: The flipped classroom methodology employs different active teaching strategies, motivates, and contributes to students learning, an option to remotely teach exercise physiology.

Author Bio(s)

Valéria L. G. P. Panissa, Ph.D, is an Associate Researcher at the University of Campinas, São Paulo, Brazil.

Bruno R. A. Pelozin, MSc, is a Ph.D. student in the School of Physical Education and Sport, University of São Paulo, São Paulo, Brazil.

Ailma O. Paixão, MSc, is a Ph.D. student in the School of Physical Education and Sport, University of São Paulo, São Paulo, Brazil.

Gabriel L. Martins, MSc, is an Associate Researcher at the University of São Paulo, São Paulo, Brazil.

Cláudia L. M. Forjaz, MSc, Ph.D, is a Professor at the University of São Paulo, São Paulo, Brazil.

Patricia C. Brum, MSc, Ph.D, is a Full Professor at the University of São Paulo, São Paulo, Brazil.

Acknowledgements

PCB holds grants from CNPq (308071/2021-2) and CAPES-PROEX (0001). CLMF holds grants from CNPq (304436/2018-6) and CAPES-PROEX (0001). VLGP was supported by The Program of Talent Attraction and Retention - University of São Paulo and CAPES/PRINT 88887.839151/2023-00 BRAP was supported by CAPES-PROEX (88887.484856/2020-00) GLM, BP, AOP, and RB were supported The Program of Teaching Improvement - University of São Paulo We would like to thank the students who volunteered to this study.

Recommended Citation

Panissa V, Forjaz CL, Pelozin BR, Martins GL, Paixão AO, Barreto RF, et al. Teaching Exercise Physiology with Flipped Classroom Method in The Era of COVID-19: Experience of a Remote Course. The Internet Journal of Allied Health Sciences and Practice. 2024 Mar 22;22(2), Article 10.