Effects of 8 flipped learning implementation meetings integrated with podcasts in sports entrepreneurship course

Abstract

The unemployment rate is increasingly becoming a challenge for students to be able to create jobs. The sports entrepreneurship course accommodates these challenges. The diversity of student characteristics in the millennial era requires a special strategy to deliver material, one of which is the flipped learning strategy that is integrated with the audience (podcast). This study aims to determine the effect of 8 integrated implementation meetings with podcasts in the sports entrepreneurship course. This study is an experimental study with a Non-equivalent Control Group Design. This study involved 40 students (males = 24, females = 16; 23.32 ± 1.87) from the Department of Sports Coaching Education, Faculty of Sports Science, State University of Malang. A questionnaire consisting of 40 questions was distributed to obtain data. Data analysis was performed using the Ttest Independent Samples Test using SPSS version 23. The obtained results showed that there was a difference between the experimental (0.000 < 0.05) and control (0.003 < 0.05) groups. The difference in values indicates that the experimental group has a better significance level than the control group. In conclusion, flipped learning integrated with podcasts for eight meetings can effectively improve learning outcomes in sports entrepreneurship courses. The flipped learning continuum proposed in this article offers a new direction in discussing best practices for flipping the classroom in a way that best supports student engagement and learning. Flipped learning has been seen as an essential pedagogical approach in increasing student achievement, increasing student motivation, and providing more time in class for educators and students to ask high-level questions and receive on-the-spot feedback.