In a Food Processing–Unit Operations course, students learn the basic equipment that comprises unit operations and techniques commonly used in the food industry to prepare, process, and preserve a variety of food products. Due to the complexity of these operations, students frequently struggle with applying food processing principles to predict how unit operations influence the physical, biochemical, sensory, and nutritional properties of foods. This study is designed to evaluate how pre‐class readings and in‐class group activities improve the students’ learning in a Food Processing course. The survey after the exams shows that 48 and 60% of students agree that reading assignments and in‐class group activities help them understand the course material better, respectively. The mean value of exam scores shows that the students in the intervention section (Spring 2018) had significantly higher scores (88.4%) than that of the two previous sections without intervention (77.6%, Spring 2016 and 82.8%, Spring 2017) (P < .05). It is concluded that using a flipped class element like providing reading assignments and quizzes before the lecture can be an effective preparation technique for students as well as providing the instructors with critical insight into the students’ level of understanding before the lecture. This allows the instructor to focus time spent in class on areas in which students struggle the most.

中文翻译：

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实施翻转课堂元素和动态课堂讨论对学生表现的影响

在“食品加工–单元操作”课程中，学生学习基本设备，其中包括食品工业中用于准备，加工和保存各种食品的单元操作和技术。由于这些操作的复杂性，学生经常难以应用食品加工原理来预测单位操作如何影响食品的物理，生化，感官和营养特性。本研究旨在评估课前阅读和课内小组活动如何改善学生在食品加工课程中的学习。考试后的调查显示，分别有48％和60％的学生同意阅读作业和课堂上的小组活动有助于他们更好地理解课程材料。P  <.05）。结论是，在课堂前使用翻转课堂元素（如提供阅读作业和测验）可以是对学生有效的准备技术，并且可以为教师在课堂前提供对学生理解水平的批判性见解。这使教师可以将课堂上的时间集中在学生最苦恼的领域。