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Enhancing student engagement using the flipped classroom.

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  • 1Department of Nutrition, College of Health Sciences, West Chester University of Pennsylvania, West Chester, PA.

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Summary

The flipped classroom model, a learner-centered approach, was successfully implemented in undergraduate nutrition courses. Most students preferred this innovative teaching method over traditional strategies.

Keywords:
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Area of Science:

  • Education
  • Pedagogy
  • Nutrition Education

Background:

  • Traditional pedagogical strategies may not fully engage all students.
  • Innovative teaching methods are needed to enhance learner-centered instruction.
  • The flipped classroom model offers a potential solution for active learning.

Purpose of the Study:

  • To illustrate the implementation of the flipped classroom model in higher education.
  • To describe student perceptions of the flipped classroom approach.
  • To provide a faculty template for designing flipped classroom activities.

Main Methods:

  • Implementation of a flipped classroom model in two undergraduate nutrition courses.
  • Development of a faculty template for designing activities and assessments.
  • Utilizing Bloom's taxonomy for objective-based learning design.
  • Student evaluation of the flipped classroom compared to traditional methods.

Main Results:

  • The majority of 142 students preferred the flipped classroom over traditional methods.
  • The implementation process was deemed successful by both faculty and students.
  • The faculty template facilitated the design of before, during, and after class activities.

Conclusions:

  • The flipped classroom is an effective pedagogical approach for undergraduate nutrition courses.
  • Student-centered learning can be enhanced through flipped classroom implementation.
  • This model offers a successful and preferred alternative to traditional teaching strategies.