Abstract:

Introduction:
Recent advances in technology have highlighted concerns about how the present curricula can inspire students to acquire skills for success. As a result, a range of proposed methodologies have emerged during the last years to address deficiencies in the classical educational models or new directions for education research. Most of them are based in switching traditional in-class schemes from lecture-based models outside classroom.
The flipped classroom is one such proposal, in which content, mainly video lectures, is uploaded to the cloud for students to learn on their own as homework, and active, student-centered learning activities are developed in the classroom to engage students.
While there is a consensus in the nature of “homework” assignments, mostly web-based audiovisual lectures with problems or quizzes, most scholarly research on the flipped classroom still debates about which activities are appropriate when inverting.
In order to test such methodology with variations within classroom, the authors flipped part of a required fourth-year Sports Science Technology course at the University of Alicante, Spain into three distinctive groups.

Materials and methods:
The sample comprised 67 students from Sport Science Degree. Lectures were uploaded to self-paced online videos by means of the EdPuzzle tool in three groups: one group of 23 students were instructed individually with computer-based videos (Flipped), one group of 23 students received instruction in traditional in-class scheme (Traditional) and the last group of 22 students experimented with a variation of the last two groups, i.e., individual instruction by means of self-paced videos in classroom, rather than as homework (Mixed).
Results were analyzed using SPSS Statistics v.22. A one-way ANOVA test was used to determine whether there were any statistically significant differences between the mean grades of three groups with Bonferroni post hoc tests.

Results:
There was statistically significant differences in grades between groups, as determined by one-way ANOVA. Bonferroni post hoc test revealed statistical significance between the Flipped group and the Traditional group (p=0.004) but also between the Mixed group and the Traditional group (p=0.003).

Conclusions:
In this paper, the flipped classroom methodology has been tested with an additional group which takes advantage of self-paced video content, inherent to pure flipped classroom, and advantage of a controlled environment, typical of traditional method at classroom. Results showed that there were statistical significant differences between the grades of flipped classroom and traditional groups, as expected, but also between mixed and traditional groups. Therefore, the use of web-based audiovisual content in classroom may be a methodology as useful as models outside classroom.