Comparison of undergraduate students’ experiences in a flipped course pre-pandemic and during the COVID-19 pandemic

ABSTRACT

The objective of this study was to evaluate undergraduate students’ experiences in a synchronous online course that utilized flipped learning during the COVID-19 pandemic compared to flipped learning in a face-to-face class pre-pandemic. Upper-level undergraduate students (n = 27) in an advanced nutrition face-to-face course during the spring 2019 semester (n = 15) and synchronous online course using Zoom software during the spring 2021 semester (n = 12) at a midsize, private Midwestern university completed learning reflections during the semester. Content analysis was applied to these reflections by 2 investigators. Five themes were discovered: (1) dependency, (2) peer support, (3) metacognition, (4) asking questions, and (5) effort. While neither the online nor the face-to-face students became self-directed learners, the face-to-face students showed evidence of progress at the end of the semester. The face-to-face students also became more comfortable with asking questions while the online students did not. Using small group activities with breakout rooms for online classes can help provide a safe space and much needed support and interaction, especially during a socially isolated time.

KEYWORDS:

• Flipped learning
• self-directed learning
• learning reflection
• dietetics education
• online learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Rachel L. Vollmer

Rachel L. Vollmer, PhD, RD: Dr. Vollmer is the Associate Dean for Student Success in the College of Education and Health Sciences and Associate Professor in the Department of Family & Consumer Sciences. She joined Bradley University in 2016 and is the coordinator for the Family Life Science program. Dr. Vollmer teaches nutrition and dietetics courses including Food & Nutrition, Advanced Nutrition, Research Methods in Nutrition and Dietetics, and Community Nutrition Intervention. Dr. Vollmer’s research interests include food parenting, college student food insecurity, and the scholarship of teaching and learning.

Teresa Drake

Teresa Drake, PhD, MCHES, RD: Dr. Drake is an Associate Professor and Department Chair in the Department of Family & Consumer Sciences. She joined Bradley University in 2013 and is the coordinator for the Public Health Education program. Dr. Drake teaches public health education and dietetics courses including Community Program Planning, Evaluation and Research Methods, and Public Health Intervention Strategies. Dr. Drake’s research interests include worksite wellness, community program planning and evaluation, Health At Every Size® and non-dieting approaches to health, and scholarship of teaching and learning.