The Flipped Classroom: Student-Driven Library Research Sessions for Nutrition Education

Abstract

This article reports on the use of a flipped classroom technique to teach library research skills to upper-level undergraduate nutrition students. A public university Health Sciences librarian and two Nutrition faculty members collaborated to implement a flipped classroom model utilizing online videos and brief assignments packaged in a course-specific library guide for pre-class preparation. Implementation, materials examples, and an evaluation of the method are included. This method provided pre-class learning and increased in-class, hands-on practice in library research for students in an active learning environment. Students found and applied evidence from scientific research studies to course assignments.

KEYWORDS:

• flipped classroom, active learning
• nutrition education
• undergraduates
• faculty librarian collaboration
• library research