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Guided Reading Questions as a Scaffolding Technique in a Flipped Graduate Metabolism Class

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Title: Guided Reading Questions as a Scaffolding Technique in a Flipped Graduate Metabolism Class
Language: English
Authors: Rachel Vollmer (ORCID 0000-0001-8012-8028), Teresa Drake (ORCID 0000-0003-2295-8327)
Source: Journal of the Scholarship of Teaching and Learning. 2024 24(2):18-32.
Availability: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Flipped Classroom, Teaching Methods, Student Attitudes, Notetaking, Teacher Student Relationship, Reading Comprehension, Scaffolding (Teaching Technique), Dietetics, Graduate Students, Metabolism, Nutrition Instruction, Questioning Techniques, Trust (Psychology), Student Responsibility, Textbooks, Learning Processes, Independent Study, Private Colleges
ISSN: 1527-9316
Abstract: This qualitative study evaluated the use of guided reading questions (GRQ) as a scaffolding technique in a flipped classroom among graduate dietetic interns to assess how their experience with a flipped classroom differed compared to previous cohorts without GRQ. Graduate Dietetic Interns (n=10) enrolled in a flipped graduate-level metabolism course completed 8 learning reflections. GRQ were provided for students to use when reading the textbook for the first 7 weeks of the semester. Content analysis was applied to the learning reflections to discover themes. Member checks were used to confirm themes. These findings were compared to themes of 2 previous cohorts that did not have GRQ. Students viewed the GRQ as instructor support and appreciated the GRQ at the beginning of the semester, but understood why they not receive them for the entirety of the semester. Students reported that the GRQ helped them develop reading comprehension and notetaking skills. Compared to previous cohorts, this cohort of students seemed to accept and trust in the flipped learning process at the beginning of the semester. They also took responsibility for their own learning early on and continue to progress through the Staged Self-Directed Learning Model. Additionally, compared to previous cohorts, this cohort felt that it was okay to ask questions and be wrong and they were not afraid or intimidated by the learning process. Providing students GRQ or other supports for learning from complex textbooks in a flipped class, especially at the beginning of the semester, may help students gain skills in learning on their own and reading comprehension, which will encourage students to advance in the Stages of Self-Directed Learning Model.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1433162
Database: ERIC
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  Data: Guided Reading Questions as a Scaffolding Technique in a Flipped Graduate Metabolism Class
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  Data: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
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  Data: This qualitative study evaluated the use of guided reading questions (GRQ) as a scaffolding technique in a flipped classroom among graduate dietetic interns to assess how their experience with a flipped classroom differed compared to previous cohorts without GRQ. Graduate Dietetic Interns (n=10) enrolled in a flipped graduate-level metabolism course completed 8 learning reflections. GRQ were provided for students to use when reading the textbook for the first 7 weeks of the semester. Content analysis was applied to the learning reflections to discover themes. Member checks were used to confirm themes. These findings were compared to themes of 2 previous cohorts that did not have GRQ. Students viewed the GRQ as instructor support and appreciated the GRQ at the beginning of the semester, but understood why they not receive them for the entirety of the semester. Students reported that the GRQ helped them develop reading comprehension and notetaking skills. Compared to previous cohorts, this cohort of students seemed to accept and trust in the flipped learning process at the beginning of the semester. They also took responsibility for their own learning early on and continue to progress through the Staged Self-Directed Learning Model. Additionally, compared to previous cohorts, this cohort felt that it was okay to ask questions and be wrong and they were not afraid or intimidated by the learning process. Providing students GRQ or other supports for learning from complex textbooks in a flipped class, especially at the beginning of the semester, may help students gain skills in learning on their own and reading comprehension, which will encourage students to advance in the Stages of Self-Directed Learning Model.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 18
    Subjects:
      – SubjectFull: Flipped Classroom
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Notetaking
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Dietetics
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Metabolism
        Type: general
      – SubjectFull: Nutrition Instruction
        Type: general
      – SubjectFull: Questioning Techniques
        Type: general
      – SubjectFull: Trust (Psychology)
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      – SubjectFull: Student Responsibility
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: Private Colleges
        Type: general
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      – TitleFull: Guided Reading Questions as a Scaffolding Technique in a Flipped Graduate Metabolism Class
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              Y: 2024
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