Palomas, David; (2024) Using Sports Coaching as a Cultural Reference to Help International Students Understand Flipped Classroom. Presented at: UCL Education Conference 2024, London, UK.

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Abstract

The flipped classroom has positive effects on academic performance and engagement. It is also an inclusive learning methodology. However, students resist transitioning to active learning because they lack an understanding of the reasoning behind it and are accustomed to teacher-centred practices. This issue is more pronounced in international students, whose cultural differences, derived from traditional education systems, play a major role in their resistance to adopting active learning, resulting in lower engagement and academic performance. In this presentation, I am going to introduce a new approach to mitigate resistance to active learning, based on sports coaching cultural references that parallel active learning. This methodology was applied to a small cohort of 11 international MSc students enrolled in a Chemical Sustainability module taught as a flipped classroom. Preliminary results show that the use of sports coaching references was welcomed by the students and helped them understand and transition into flipped learning.

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