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ERIC Number: EJ1064819
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1499-6677
Student Perceptions and Lessons Learned from Flipping a Master's Level Environmental and Occupational Health Course (Perceptions des étudiants et leçons tirées d'une classe inversée pour un cours de maîtrise en santé environnementale et professionnelle)
Galway, Lindsay P.; Berry, Barbara; Takaro, Timothy K.
Canadian Journal of Learning and Technology, v41 n2 Spr 2015
The flipped classroom instructional model has emerged as an alternative to the conventional lecture-based teaching that has dominated higher education for decades. In 2013, a cohort of graduate-level public health students participated in a flipped environmental and occupational health course. We present the design, implementation, and evaluation of this course. Using data collected from a post-course survey, focus group sessions, and classroom observation, we examine student perceptions of the flipped classroom instructional model and synthesize lessons we learned relevant to flipping courses in general. Post-course survey data indicate that students had largely positive perceptions towards the flipped classroom instructional model. Four major themes emerged from the focus group data in relation to perceptions of the flipped classroom: knowledge application, content delivery, innovation, and connecting the online and in-class components. These results are promising and suggest that this approach warrants further consideration and research.
Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada