Effects of Implementing Flipped Classroom Elements and Dynamic In-Class Discussion on Student Performance

Autor/inn/en	Cao, Loan Thi Thanh; Swada, Jeffrey Gerard
Titel	Effects of Implementing Flipped Classroom Elements and Dynamic In-Class Discussion on Student Performance
Quelle	In: Journal of Food Science Education, 20 (2021) 1, S.48-56 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Swada, Jeffrey Gerard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4329
DOI	10.1111/1541-4329.12211
Schlagwörter	Performance Factors; Instructional Effectiveness; Flipped Classroom; Discussion (Teaching Technique); Group Activities; Reading Assignments; Lecture Method; Foods Instruction; Food Processing Occupations; Difficulty Level; Student Attitudes + Suchen Sie Ihr Suchwort? Leistungsindikator; Unterrichtserfolg; Flipped classrooms; Flip teaching; Inverted teaching; Gruppenaktivität; Lebensmittelkunde; Schwierigkeitsgrad; Schülerverhalten
Abstract	In a Food Processing-Unit Operations course, students learn the basic equipment that comprises unit operations and techniques commonly used in the food industry to prepare, process, and preserve a variety of food products. Due to the complexity of these operations, students frequently struggle with applying food processing principles to predict how unit operations influence the physical, biochemical, sensory, and nutritional properties of foods. This study is designed to evaluate how pre-class readings and in-class group activities improve the students' learning in a Food Processing course. The survey after the exams shows that 48 and 60% of students agree that reading assignments and in-class group activities help them understand the course material better, respectively. The mean value of exam scores shows that the students in the intervention section (Spring 2018) had significantly higher scores (88.4%) than that of the two previous sections without intervention (77.6%, Spring 2016 and 82.8%, Spring 2017) (P < 0.05). It is concluded that using a flipped class element like providing reading assignments and quizzes before the lecture can be an effective preparation technique for students as well as providing the instructors with critical insight into the students' level of understanding before the lecture. This allows the instructor to focus time spent in class on areas in which students struggle the most. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01