Abstract
Objective: To explore undergraduate students self-reported learning experience in a foundation nutrition education course/unit delivered using a flipped classroom approach (FCA), which requires students to complete independent learning before and after interactive in-class learning experiences. Methods: A descriptive cohort study design used selected items from a self-report flipped classroom student engagement questionnaire to assess Australian undergraduate student (n = 105) engagement in the course/unit and compared with nonflipped courses, preference for FCA, academic achievement, learning behaviors for 3 FCA learning phases, and more or less engaging aspects of the course/unit. Results: Most (66.5%) students were engaged or very engaged, with half (55%) more engaged in this course/unit compared with other nonflipped courses/units with a preference for the FCA (53%). Almost half of the students agreed the FCA improved their academic performance (grade) (45%) and other academic skills (ie, teamwork) (48.5%). Most student comments related to the value of participate phase activities. Conclusions and Implications: The FCA engaged most students in learning and is an emerging learning and teaching approach appropriate for undergraduate nutrition dietetic education.
Original language | English |
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Pages (from-to) | 394-400 |
Number of pages | 7 |
Journal | Journal of Nutrition Education and Behavior |
Volume | 52 |
Issue number | 4 |
Early online date | 11 Jul 2019 |
DOIs | |
Publication status | Published - Apr 2020 |
Keywords
- active learning
- blended learning technologies
- dietetics
- student engagement
- student-centered