Flipping with Podcasts: Student Perceptions of a Flipped Classroom Model in Kinesiology

Podcasting has emerged as an accessible and engaging pedagogical tool that promotes flexibility, autonomy, and reflection, which are central principles to student-centered learning. This study examined student perceptions of a podcast-based flipped classroom model implemented in an undergraduate kinesiology course, Medical Aspects of Sport. Seventeen short podcast episodes (M = 7.03 min, SD = 1.53) replaced traditional lectures, while in-class sessions emphasized active, applied learning through peer-led demonstrations, clinical role-plays, case discussions, and collaborative problem solving. Thirty-two students (M age = 20.7 years; 53.1% female) completed an end-of-semester qualitative survey consisting of four open-ended prompts. Reflexive thematic analysis was used to construct four major themes: (1) flexibility and convenience of podcasts, (2) engagement through active and applied learning, (3) motivation and accountability challenges in self-paced formats, and (4) mixed preferences for instructional structure. Students valued the autonomy and mobility provided by podcasts and found in-class activities effective for deepening understanding and translating concepts to professional contexts. However, several reported difficulty maintaining motivation and missed opportunities for real-time instructor feedback. These findings align with self-determination and constructivist learning theories, emphasizing how podcast-based flipped models can enhance autonomy and competence while highlighting the need for structured accountability and relational support. Collectively, this study extends prior research on flipped and audio-based learning by demonstrating how brief, intentionally designed podcasts paired with scaffolded experiential activities can enhance engagement, accessibility, and professional skill development in kinesiology education.