P161 Digital Workbooks to Develop and Evidence Learning in a Flipped Nutrition Classroom in Higher Education

Abstract

<h3>Objective</h3> To evaluate student use and perceptions of a digital workbook in 3 undergraduate nutrition courses taught with a flipped classroom approach (FCA). <h3>Use of Theory or Research</h3> Within the FCA 3 phases of learning are aligned with Bloom's Taxonomy: prepare (self-directed pre-class activities: remember and understand); participate (facilitated in-class activities: apply and analyse) and recap (self-directed post class activities: evaluate and create). While technology can support the delivery of the FCA, there is little evidence for the most effective delivery of FCA learning experiences for nutrition students. <h3>Target Audience</h3> One hundred and sixty-two undergraduate nutrition students at a regional Australian University in Semester 1, 2019. <h3>Course/Curriculum Description</h3> PebblePad digital workbooks were used to deliver 3 FCA courses. Each digital workbook contained weekly workbook tabs with interactive pages based on the FCA phases. Students used the workbook to access and participate in learning experiences during each FCA phase. <h3>Evaluation Methods</h3> An online survey measured self-report student satisfaction and patterns of digital workbook use. Student perceptions of engagement with, usefulness of, and suggestions for assessment and learning to use the digital workbook were collected. Quantitative data was analyzed descriptively and qualitative data analyzed using conventional content analysis. <h3>Results</h3> Thirty-nine students (24%) participated. Majority of students reported the digital workbook was engaging. Useful aspects included workbook structure, development of a learning artifact, and convenience. Digital workbooks were well-utilized for learning activities related to learning, applying and consolidating knowledge, with most students accessing their digital workbook several times a week. Less useful aspects included technology issues and limited feedback provided. Suggestions for future use included more ‘how-to' resources and integration of quizzes. <h3>Conclusions</h3> Well-structured digital workbooks can support FCA delivery in nutrition education. Further exploration of feedback integration and student technology support mechanisms would be useful for educators using the FCA.