Topical Area: Education and Training
Objectives : To evaluate the effectiveness of the flipped classroom on student engagement and learning outcomes in a nutritional sciences course.
In 2015, 23 students enrolled in the course. In 2017, 16 students enrolled in the course. In 2015, the course was traditionally taught. In 2017, 50% of the course material was flipped. During the flipped component, lectures were pre-recorded and viewed online through Panopto. Pre-class assessments were assigned with ~50% of the flipped classes. Student engagement in the 2017 class was measured using the Classroom Observation Protocol for Undergraduate Students (COPUS) tool, online video viewership data, and qualitative observations. Student performance was evaluated by comparing the final grades and grades earned on two essay questions (one on the mid-term exam and one on the final exam) across the 2015 and 2017 classes. Student perspectives were gathered using an end of the year survey. Students were asked six Likert-scale questions related to the course in 2015 and 2017. Quantitative data (student engagement, final grades, exam question grades) were compared using t-tests if data was normally distributed and Mann Whitney U tests if data was nonparametric.
Results : The flipped classroom significantly increased student engagement during class. Use of the flipped classroom improved student final grades, but had no effect on essay question performance. The flipped classroom was generally well received and promoted community among the students. Students noted that the flipped classroom required a larger time commitment and made it easier to fall behind on course material.
Conclusions : The flipped classroom is an effective pedagogical technique to increase student engagement in a medical nutrition therapy course. Caution is needed to manage the higher time requirements this teaching technique requires of students.
Funding Sources : N/A