Browsing by Author "Lehmann, Jessica"

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    The Flipped Classroom: Student-Driven Library Research Sessions for Nutrition Education
    Pannabecker, Virginia; Barroso, Cristina S.; Lehmann, Jessica (Taylor & Francis, 2014-12)
    This article reports on the use of a flipped classroom technique to teach library research skills to upper-level undergraduate nutrition students. A public university Health Sciences librarian and two Nutrition faculty members collaborated to implement a flipped classroom model utilizing online videos and brief assignments packaged in a course-specific library guide for pre-class preparation.  Implementation, materials examples, and an evaluation of the method are included.  This method provided pre-class learning and increased in-class, hands-on practice in library research for students in an active learning environment. Students found and applied evidence from scientific research studies to course assignments.
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    Flipping for Health: Hands-On Library Research Sessions
    Pannabecker, Virginia; Barroso, Cristina S.; Lehmann, Jessica (2014-10-30)
    In Spring 2014, a health sciences librarian planned five library research sessions for undergraduate and graduate courses, using the flipped classroom method. This lightning talk will summarize sessions and present example materials related to pre-session activities, in-class activities, and assessments. Objective: To increase class time for hands-on, active learning of research skills directly related to course and assignment-specific learning goals. Methods: Each course library session included a pre-library session activity that students completed on their own. This pre-library session activity was packaged in an online, course-specific Library Guide and included practice activities and/or assessments. During each in-person library session, students applied their learning in hands-on activities. For one course, senior level Nutrition, the librarian worked closely with two faculty members to plan and implement the pre-library sessions, pre- and post-testing, and the hands-on activity. Results: Feedback from the library guide optional feedback forms indicated the usefulness of pre-library session activities for all the courses where they were used, as they allowed students to work through the material at their own pace and at times that were convenient for them. The pre- and post-tests and in-class session experience for the senior nutrition course indicated that the hands-on learning approach resulted in students having the appropriate research skills to work on their group projects in the class without an in-person demonstration of searching strategies. Conclusion: The extended searching time during in-class sessions made it possible for the librarian and instructors to facilitate individual or group work during classes and address unique, in-depth questions as students conducted research. Responding to questions in class and group in-class work also increased peer-to-peer learning opportunities.