Background: In pedagogic, frontal instruction plays a predominant role. This teaching method is frequently used in undergraduate degree courses at Universities. It strives to convey bundled and targeted content, introduce new topics and highlight complex relationships. Yet with this type of instruction, students are "pushed" into a passive role rather than being actively engaged in the learning process.
In contrast, the heutagogical approach wants students to behave highly autonomous and self-determined (1). They should become active learners who are well-prepared to handle the complexities of daily living and at the workplace (2).
The use of modern technologies such as digital media (DM) and Web 2.0 or the use of modern forms of education in high school teaching such as blended learning (BL), can promote the active learning process among students. These tools offer the opportunity to acquire knowledge and new competences.
However, the question that arise is, how is BL implemented in undergraduate physiotherapy (UPT) and undergraduate sports science (USS) education curricula. To get more evidence about the use and efficacy on learning success of BL in high school teaching methods in UPT and USS students) a state-of-the-art review was carried out. The research question for this current review was “what type of higher education method stimulates active learning processes in UPT and USS students?


Methods: A systematic review of articles who investigate teaching methods stimulating active learning processes in UPT and USS students was performed. Search terms were blended learning, digital media and Web 2.0.


Results: Out of three articles (k = 2 Physiotherapy, k = 1 Sport science) could be found that teachers in a classroom setting should apply different teaching techniques. Especially the flipped classroom method, a form of BL seems to be associated with learning gains in UPT and USS compared to frontal instruction.


Conclusions: Few papers could be found addressing this problem but it seems that the use of the flipped-classroom method with incorporated Web 2.0 and DM proportions are recommended to promote active learning in UPT and USS students. Class time can be used by interacting with UPT and USS students, discussing related topics and providing real life examples.

Implication: This review gives an indication that Web 2.0 and DM ideally should be implemented in the flipped classroom method as a teaching possibility. Teachers should apply adapted and modern teaching methods for the newest student generations. It seems imperative that educational institutions consider BL as teaching tool to improve active learning conditions in UPT and USS students.


Keywords: blended learning, digital media, Web 2.0
Original languageEnglish
Title of host publication16th Annual Scientific Conference of Montenegrin Sports Academy, April 2019, Dubrovnik
Publication statusAccepted/In press - 7 Apr 2019

ID: 40168067