Abstract
The Flipped Classroom: Student Perceptions of Activities that Support Achievement of Learning Outcomes
Journal of Nutrition Education and Behavior, Vol.54(7), pp.S91-S91
2022
Abstract
Evaluate student perceptions of activities used in a flipped classroom approach (FCA) in a higher education nutrition course. The FCA uses three learning phases: prepare (self-directed pre-class activities); participate (facilitated in-class activities) and recap (self-directed post-class activities). Literature suggests nutrition students find the FCA engaging, but student perceptions of activities within each phase are not well understood. Undergraduate students (n = 110) enrolled in a first-year nutrition (Food in Society) course at a Regional Australian University in 2020. A structured digital workbook (PebblePad) outlining required weekly activities for each learning phase was used to deliver the course. Activities included; summarizing key points from narrated PowerPoints (made by staff) or developed online videos (i.e. YouTube), reading and summarizing journal articles, reading physical/online textbooks, and answering questions individually or in a group. A survey measured self-reported student usefulness of learning activities within each FCA phase to achieve weekly learning outcomes. Quantitative data was analysed descriptively, and qualitative data with conventional content analysis. Thirty-one students (28% response rate) participated. Most students (71%) reported the FCA as extremely/very useful for their learning and valued flexibility to work at their own pace. 87% reported watching and summarizing key points from developed online videos as extremely/very useful in the prepare and recap phases. In the participate phase, listening to a short lecture/presentation was extremely/very useful for 84%, however in class, more students (84%) reported working individually to answer questions as extremely/very useful than in groups (55%). 16% of students preferred to complete workshop activities before class, generally to be more prepared, however others (19%) did not complete the activities in the allocated phases. Generally online videos were the most useful activity to meet weekly learning outcomes. The flexibility of the FCA was viewed as beneficial, however not all students completed all tasks within the FCA structure. Further exploration of the activities used within each FCA phase is warranted.
Details
- Title
- The Flipped Classroom: Student Perceptions of Activities that Support Achievement of Learning Outcomes
- Authors
- Sarah Burkhart (Author) - University of the Sunshine Coast, Queensland, Australian Centre for Pacific Islands ResearchBridget Horsey (Author) - University of the Sunshine Coast, Queensland, Australian Centre for Pacific Islands ResearchDana Craven (Author) - University of the Sunshine Coast, Queensland, School of Health and Behavioural Sciences - Legacy
- Publication details
- Journal of Nutrition Education and Behavior, Vol.54(7), pp.S91-S91
- Publisher
- Elsevier Inc.
- DOI
- 10.1016/j.jneb.2022.04.195
- ISSN
- 1878-2620
- Organisation Unit
- School of Health and Behavioural Sciences - Legacy; University of the Sunshine Coast, Queensland; Australian Centre for Pacific Islands Research; School of Health - Nutrition & Dietetics
- Language
- English
- Record Identifier
- 99652297702621
- Output Type
- Abstract
Metrics
18 Record Views