Flipped Classroom Teaching and Learning Pedagogy in the Program Planning, Implementation, and Evaluation Graduate Course: Students' Experiences

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dc.contributor.authorBerić-Stojšić, Bojana
dc.contributor.authorPatel, Naiya
dc.contributor.authorBlake, Janice
dc.contributor.authorJohnson, Daryl
dc.date.accessioned2025-09-28T21:11:13Z
dc.date.available2025-09-28T21:11:13Z
dc.date.issued2019
dc.descriptionBerić-Stojšić, B., Patel, N., Blake, J., & Johnson, D. (2020). Flipped classroom teaching and learning pedagogy in the program planning, implementation, and evaluation graduate course: Students’ experiences. Pedagogy in Health Promotion, 6(3), 222-228.
dc.description.abstractThis article provides support to flipped classroom pedagogy in the preparation of graduate-level public health practitioners. We describe the participatory, interactive, collaborative, and liberating process of teaching and learning in the Program Planning, Implementation, and Evaluation course, and we provide the results of a cross-sectional study into students’ perceptions of this process. Our investigation found a significant positive correlation between students’ participation in class discussion and classroom learning experiences (Pearson r[49] = .40, p = .004). Study results confirm the students’ appreciation for the flipped classroom pedagogy. However, the results indicate no significant correlation between the students’ learning style preferences and participation in class discussion (t[46] = −0.94, p = .34) or classroom learning experiences (t[46] = 1.64, p = .11); likewise, there were no significant correlations between students’ academic achievement (i.e., GPA) and participation in class discussion (Spearman’s rho correlation: ρsp[49] = .07, p = .60) or classroom learning experiences (Spearman’s rho correlation: ρsp[49] = .17, p = .25). No significant association was found between both participation in class discussion and learning experiences, with demographic variables such as gender, age, semester in school, and type of employment. The current flipped classroom pedagogy allows for participation, growth, and development of all students enrolled in the course. We recommend more studies to further strengthen current evidence of the effectiveness of the flipped classroom pedagogical approach on both teaching and learning in public health courses.
dc.identifier.urihttps://hdl.handle.net/20.500.11803/4735
dc.language.isoen
dc.publisher.institutionNational University (NU)
dc.titleFlipped Classroom Teaching and Learning Pedagogy in the Program Planning, Implementation, and Evaluation Graduate Course: Students' Experiences
dc.typeArticle
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