Flipping Online Learning in Public Health Graduate Education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The flipped classroom approach, used for many years in the humanities and the basic sciences, is becoming increasingly popular in public health education. This article describes the implementation and evaluation of a master’s-level Environmental and Occupational Health course, a required course in a Master of Public Health program at a mid-sized Canadian university. The course was designed using a flipped classroom approach and delivered online using a learning management system and interactive web-conferencing technology. Using a pre- and postsurvey design, we assessed improvements in student’s self-reported knowledge and skills, student learning experiences in the course, and the impact of specific course components on critical thinking and student engagement. Our results suggest that this approach enabled the achievement of course learning outcomes and provided positive learning experiences overall. Additionally, we find that the course promoted critical thinking and enabled student engagement in the context of online education for this small group of graduate-level public health students. We conclude by discussing key lessons learned for providing optimal learning experiences and outcomes in online graduate-level public health education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.020 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it