Flipped laboratory classes: Student performance and perceptions in undergraduate food science and technology
نویسندگان
چکیده
Abstract In STEM (science, technology, engineering, and mathematics) courses, undergraduate laboratory classes are vital for students to develop competencies such as critical observation, collaboration, thinking, technical, problem‐solving skills. Thus, successfully acquire these competencies, preparation is essential. This study aimed explore the students' performance perceptions of online pre‐laboratory videos quizzes in food science technology. Quantitative data on student usage statistics videos, practical reports scores were analysed provide a detailed perspective course. The was above 60% all pre‐lab both 2018 2019 cohorts. average video views higher cohorts compared cohort. majority felt that topics well explained (M = 4.25 ± 0.84) it easy learn from 4.31 0.76). terms perceptions, strong positive correlations found between course organisation motivation self‐efficacy (r 0.86, p < 0.05); engagement 0.82, 0.05). strongest correlation 0.95, results this suggest introduction multimodal/digital resources (pre‐lab quizzes) positively received benefited students. Students have engaged enthusiastically with completed tasks set. These findings will further expand research directed towards perception lab experience aid adaptation technology curriculums accommodate university needs.
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ژورنال
عنوان ژورنال: Journal of food science education
سال: 2021
ISSN: ['1541-4329']
DOI: https://doi.org/10.1111/1541-4329.12235