Objectives This study explores the impact of integrating the Community of Practice (CoP) model and flipped learning on student engagement, collaborative learning, and academic performance in general physical education courses. Using a case study approach, the research examines how students interact with this learner-centered instructional method and how it influences their motivation and learning outcomes. Methods The CoP model fosters peer collaboration by promoting knowledge sharing and reciprocal feedback, while flipped learning enables students to acquire theoretical concepts before class and apply them during practical sessions. Data were collected through participant observations, in-depth interviews with group leaders, and qualitative analysis of student reports. Results The findings indicate that this combined approach enhances student participation, strengthens teamwork, and bridges the gap between theoretical learning and practical application. However, some challenges were observed, including time constraints, variations in skill levels among students, and the need for more structured role assignments in group activities. Conclusions This study suggests that the integration of CoP and flipped learning is effective in fostering learner autonomy, promoting cooperative learning, and improving practical skill acquisition in physical education courses. Future research should explore the long-term effects of this instructional model and its applicability to other academic disciplines and diverse learning environments.
Sunghun Kim (Thu,) studied this question.