Published Paper Title:
University of the Sunshine Coast – Flipped Nutrition Education: Student Perspectives
Burkhart, S. & Craven, D. (2020) Digital Workbooks in Flipped Nutrition Education: Student Perspectives. Education Sciences, 10(1), 22.
A special issue of Education Sciences (ISSN 2227-7102). – Click here to view the research paper (PDF)
This research sheds light on the successful integration of a digital workbook in nutrition and dietetic education, particularly within the context of a flipped classroom approach.
Innovative Pedagogical Approach: The study explores the use of the flipped classroom approach (FCA) in nutrition and dietetic education. For digital learning technologists, this indicates an opportunity to explore innovative teaching methods that go beyond traditional didactic instruction. It can lead to the development of new strategies for engaging students through technology.
Technological Tools for Cognitive Support: The research highlights the importance of technological tools that provide cognitive support to enhance learning.
Engagement and Satisfaction: The study reports high levels of student engagement and satisfaction with the digital workbook. Healthcare academics can benefit from this information as it underscores the potential of digital tools in fostering student engagement and satisfaction, which can contribute to more effective learning experiences.
Usefulness of Digital Workbook: The research identifies specific aspects of the digital workbook that were deemed most useful by students, such as workbook structure, self-directed features, and convenience. Digital learning technologists can use this feedback to design or improve similar educational tools to enhance the learning experience for students.
Integration of Technology into FCA: The study contributes to the understanding of how best to integrate technologies into the flipped classroom approach, a pedagogical model that is gaining traction. Digital learning technologists can gain insights into the practical application of technology in FCA-based courses, which may inform the development of technology-enhanced curricula in healthcare and other fields.
It offers valuable insights into the use of technology for cognitive support, student engagement, and the overall satisfaction of students. For digital learning technologists and healthcare academics, this research provides guidance on how to effectively leverage technology for teaching and learning in healthcare education.