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

Abstract

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.