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Background The flipped classroom pedagogy has gained popularity over the past decade as an alternative to more traditional lecture-style classes. This teaching technique typically involves students previewing lecture materials before class and participating in classroom activities designed so that they can demonstrate understanding. By ‘flipping’ a class, i.e., reversing school and home activities, teachers can look more closely at the difficulties experienced by their students and offer help where and when it is needed.

The flipped classroom in an undergraduate nutritional science course: A pilot study