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      Dietary Intervention through Flipped Learning as a Techno Pedagogy for the Promotion of Healthy Eating in Secondary Education

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          Abstract

          Technological progress in the educational field has led to the application of active and innovative teaching methods, such as flipped learning, including in the field of dietary education. This is considered a mixed formative approach that combines face-to-face and outside the classroom education. The objective of this research was to analyze the effectiveness of flipped learning methodology on a traditional training practice in dietary training, both in the sixth grade of primary education and in the fourth level of secondary education. A quasi-experimental design was adopted with two experimental groups, two control groups and only posttest. The final sample was composed of 115 students divided into four groups, two of each educational stage mentioned. A didactic unit consisting of six sessions in all groups was applied. Two different training methodologies were followed according to the nature of the group (control-traditional; experimental-flipped learning). The results reveal that flipped learning is effective both in primary education and in secondary education, being more influential in student development in this last stage. It is concluded that the flipped learning approach has meant an improvement of the academic indicators evaluated after a diet education program.

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          Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research

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            The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback

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              A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research

              An increasing number of teachers are using flipped classroom approach in their teaching. This instructional approach combines video-based learning outside the classroom and interactive group learning activities inside the classroom. The purpose of the present review is to provide an overview of flipped classroom studies in K-12 education. Particularly, we put emphasis on revealing and addressing the potential challenges of flipped classroom approach. Fifteen journal publications of K-12 flipped classrooms were analyzed in terms of their flipped learning activities, student achievement, student attitude, and challenges encountered. The results suggested that a variety of pre-class (e.g., online exercises) and in-class (e.g., brief review, individual practices) activities were provided in addition to instructional videos and small-group activities respectively. The use of flipped classroom approach in K-12 education yielded a neutral or positive impact on student achievement when compared to traditional classroom. Mixed results of student attitude toward flipped classroom approach were discovered. Challenges of implementing flipped classrooms were identified and categorized into student-related challenges, faculty challenges, and operational challenges. Based on the suggestions of previous studies together with relevant empirical supports, we propose a rudimentary flipped classroom model and a set of 10 guidelines to address these challenges. Finally, several recommendations of future research are provided.
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                Author and article information

                Journal
                Int J Environ Res Public Health
                Int J Environ Res Public Health
                ijerph
                International Journal of Environmental Research and Public Health
                MDPI
                1661-7827
                1660-4601
                26 April 2020
                May 2020
                : 17
                : 9
                : 3007
                Affiliations
                Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain; juanlope@ 123456ugr.es (J.A.L.N.); ajmoreno@ 123456ugr.es (A.-J.M.-G.); jmarin@ 123456ugr.es (J.A.M.-M.)
                Author notes
                [* ]Correspondence: jesuslopez@ 123456ugr.es
                Author information
                https://orcid.org/0000-0001-9881-9169
                https://orcid.org/0000-0003-0823-3370
                https://orcid.org/0000-0003-3191-2048
                https://orcid.org/0000-0001-8623-4796
                Article
                ijerph-17-03007
                10.3390/ijerph17093007
                7246569
                32357445
                cd1438e8-1466-47de-8512-4dbc8278e78c
                © 2020 by the authors.

                Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license ( http://creativecommons.org/licenses/by/4.0/).

                History
                : 27 March 2020
                : 24 April 2020
                Categories
                Article

                Public health
                dietetic,education research,educational innovation,educational technology,teaching,flipped learning,methodological contrast

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