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

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.