School of Health and Sport Sciences, University of the Sunshine Coast, Maroochydore, DC, Queensland, Australia.
School of Health and Sport Sciences, University of the Sunshine Coast, Maroochydore, DC, Queensland, Australia.
J Nutr Educ Behav. 2020 Apr;52(4):394-400. doi: 10.1016/j.jneb.2019.06.002. Epub 2019 Jul 11.
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.
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.
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.
The FCA engaged most students in learning and is an emerging learning and teaching approach appropriate for undergraduate nutrition dietetic education.
探索本科生在使用翻转课堂法（FCA）进行基础营养教育课程/单元学习时的自我报告学习体验，该方法要求学生在互动课堂学习前后完成独立学习。
采用描述性队列研究设计，使用自我报告的翻转课堂学生参与问卷中的选定项目，评估澳大利亚本科生（n=105）在课程/单元中的参与度，并与非翻转课程进行比较，对 FCA 的偏好、学术成就、3 个 FCA 学习阶段的学习行为以及课程/单元中更具吸引力或吸引力较小的方面。
大多数（66.5%）学生表现出参与或非常参与，其中一半（55%）的学生比其他非翻转课程/单元更积极参与该课程/单元，且更倾向于采用 FCA（53%）。近一半的学生认为 FCA 提高了他们的学业成绩（成绩）（45%）和其他学术技能（如团队合作）（48.5%）。大多数学生的评论都与参与阶段活动的价值有关。
FCA 吸引了大多数学生参与学习，是一种适合本科营养与饮食教育的新兴学习和教学方法。
