Exploration of Dietetics Graduate Students’ Experience in a Flipped Course Using Learning Reflections

Evaluate graduate students’ experience in a flipped metabolism course using periodic learning reflections. Two cohorts of graduate students (n = 17, total) were recruited from an advanced metabolism course using a flipped learning approach during the fall 2016 and 2017 semesters. After course comple...

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Bibliographic Details
Published in:Journal of nutrition education and behavior Vol. 52; no. 4; pp. 407 - 414
Main Authors: Vollmer, Rachel L., Drake, Teresa
Format: Journal Article
Language:English
Published: United States Elsevier Inc 01.04.2020
Subjects:
autumn
dietetics
Dietetics - education
flipped learning
Gastroenterology and Hepatology
graduate students
Humans
Internal Medicine
learning
learning reflections
metabolism
Metacognition
Models, Educational
self-directed learning
Self-Directed Learning as Topic
Students, Health Occupations
teachers
Transfer, Psychology
self-directed learning
dietetics education
learning reflections
flipped learning
ISSN:1499-4046, 1878-2620, 1878-2620
Online Access:Get full text
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Summary:Evaluate graduate students’ experience in a flipped metabolism course using periodic learning reflections. Two cohorts of graduate students (n = 17, total) were recruited from an advanced metabolism course using a flipped learning approach during the fall 2016 and 2017 semesters. After course completion, 2 investigators used content analysis to develop themes from 8 structured learning reflections. Four themes were developed from the reflections: responsibility for learning, metacognition, team-based learning, and transfer of skills. Resistance to flipped learning peaked at week 4 of the semester. By the end of the semester, students seemed to embrace the flipped approach and self-directed learning. Despite reporting being better self-directed learners by the end of the semester, students may struggle with the flipped learning format early in the semester. Thus, instructors may need to adopt supportive techniques with students initially.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1499-4046
1878-2620
1878-2620
DOI:10.1016/j.jneb.2019.11.014