Purchase one-time access:
Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online accessOne-time access price info
- For academic or personal research use, select 'Academic and Personal'
- For corporate R&D use, select 'Corporate R&D Professionals'
Subscribe:
Subscribe to Journal of the Academy of Nutrition and DieteticsReferences
- The flipped classroom: A course redesign to foster learning and engagement in a health professions school.Acad Med. 2014; 89: 236-243
- Does active learning work? A review of the research.J Eng Educ. 2004; 93: 223-231
- Inverting the classroom: A gateway to creating an inclusive learning environment.J Econ Educ. 2000; 31: 30-43
Bishop J, Verleger M. Testing the flipped classroom with model-eliciting activities and video lectures in a mid-level undergraduate engineering course. 2013 IEEE Frontiers in Education Conference (FIE). Oklahoma City, OK: October 23-26, 2013.
- The evidence for “flipping out”: A systematic review of the flipped classroom in nursing education.Nurse Educ Today. 2016; 38: 15-21
Dooley LM, Frankland S, Boller E, Tudor E. Implementing the flipped classroom in a veterinary pre-clinical science course: student engagement, performance, and satisfaction. J Vet Med Educ. 2018;45(2):195-203.
- Flipped classroom as an effective approach in enhancing student learning of a pharmacy course with a historically low student pass rate.Curr Pharm Teach Learn. 2019; 11: 621-629
- Student adaptation to the modular use of the flipped classroom in an introductory biomedical engineering course.Trans Tech STEM Educ. 2016; 1: 59-68
- The Classroom Observation Protocol for Undergraduate STEM (COPUS): a new instrument to characterize university STEM classroom practices.CBE Life Sci Educ. 2013; 12: 618-627
- Rationale for future education preparation of nutrition and dietetics practitioners.Accreditation Council for Education in Nutrition and Dietetics, Chicago, IL2015
- Online delivery as a course adjunct promotes active learning and student success.Teach Philos. 2012; 39: 72-76
- Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course.IEEE Trans Educ. 2013; 56: 430-435
Article info
Publication history
Footnotes
This article was written by Emily Riddle, PhD, RD, assistant professor, SUNY-Oneonta, Oneonta, NY (at the time of the study, she was a PhD Candidate, Cornell University, Ithaca, NY); and Emily Gier, MBA, RD, associate professor of practice, and Kimberly Williams, PhD, teaching support specialist, Cornell University, Ithaca, NY.
STATEMENT OF POTENTIAL CONFLICT OF INTEREST No potential conflict of interest was reported by the authors.
FUNDING/SUPPORT This work was funded through the CTI Graduate Research and Teaching Fellowship.
All work was conducted at Cornell University, Ithaca, NY.