P18 The Use of Guided Reading Questions as a Scaffolding Technique in a Flipped Graduate Metabolism Class
Evaluate the use of guided reading questions (GRQ) as a scaffolding technique in a flipped classroom among graduate dietetic interns. The Staged Self-Directed Learning Model conceptualizes how students move towards self-directed learning in 4 stages. As students become more responsible for their own...
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| Vydáno v: | Journal of nutrition education and behavior Ročník 52; číslo 7; s. S24 |
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| Hlavní autoři: | , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
| Vydáno: |
Elsevier Inc
01.07.2020
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| Témata: | |
| ISSN: | 1499-4046 |
| On-line přístup: | Získat plný text |
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| Shrnutí: | Evaluate the use of guided reading questions (GRQ) as a scaffolding technique in a flipped classroom among graduate dietetic interns.
The Staged Self-Directed Learning Model conceptualizes how students move towards self-directed learning in 4 stages. As students become more responsible for their own learning, they need different guidance or support from the teacher. In a previous study, students were initially resistant to flipped learning. It was hypothesized that if the instructor provided scaffolding techniques, such as GRQ, to help students learn on their own, the resistance to flipped learning may be minimized.
Graduate Dietetic Interns (n = 10) enrolled in a graduate-level metabolism course during their first semester at a midsize, private Midwestern university.
In this flipped class, students read textbook chapters and/or watch videos prior to coming to class, then engage in activities (ie, case studies) to apply the information using team-based learning in class. GRQ were provided for students to use when reading the textbook for the first 5 weeks of the semester.
Students completed 8 written learning reflections throughout the semester, which occurred approximately every other week. Content analysis was applied to these reflections to discover themes.
Students viewed the GRQ as instructor support. Students reflected that they appreciated the GRQ at the beginning of the semester, but understood why they would not receive them for the entirety of the course. They reported that the GRQ helped them develop reading comprehension and note-taking skills. At the end of the semester, students reported that they would not need them.
Providing students GRQ in a flipped class, especially at the beginning of the semester, may be a useful scaffolding technique to help students gain skills in learning on their own and reading comprehension. |
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| Bibliografie: | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 |
| ISSN: | 1499-4046 |
| DOI: | 10.1016/j.jneb.2020.04.063 |