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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Vydáno v:	Journal of nutrition education and behavior Ročník 52; číslo 4; s. 407 - 414
Hlavní autoři:	Vollmer, Rachel L., Drake, Teresa
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	United States Elsevier Inc 01.04.2020
Témata:	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
On-line přístup:	Získat plný text
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Shrnutí:	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.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	1499-4046 1878-2620 1878-2620
DOI:	10.1016/j.jneb.2019.11.014