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.
Key Words
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Article info
Publication history
Published online: July 11, 2019
Accepted:
June 4,
2019
Footnotes
Conflict of Interest Disclosure: The authors have not stated any conflicts of interest.
Identification
Copyright
© 2019 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
