Expanding learning opportunities in kinesiology through the use of flipped instruction

Chad M. Killian, Amelia Mays Woods

Research output: Contribution to journalArticlepeer-review


Millennial college students are typically digital natives who prefer experiential and active learning. This preference is in contrast to the traditional lecture method of teaching in higher education. Flipped instruction provides instructors with a means to integrate technology into their courses and expand active-learning opportunities. In flipped courses, students engage with technology-assisted learning opportunities outside the classroom. Corresponding in-class active-learning opportunities encourage students to apply foundational knowledge. This article summarizes research and provides an authentic case example to illustrate the way in which flipped instruction was applied in a physical education teacher education course to expand learning opportunities in the field.

Original languageEnglish (US)
Pages (from-to)332-338
Number of pages7
JournalKinesiology Review
Issue number4
StatePublished - Nov 1 2018


  • Blended learning
  • E-learning
  • Higher education
  • Hybrid
  • Inverted learning

ASJC Scopus subject areas

  • Physical Therapy, Sports Therapy and Rehabilitation
  • Public Health, Environmental and Occupational Health


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