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Flipping the Composition Classroom
Abstract
Research gathered from approximately 179 students over five semesters demonstrates how using the flipped classroom to teach composition in a face-to-face classroom improves students' writing. Included is the contrast between student learning via the traditional model versus the flipped model, and a theoretical basis for why the flipped classroom model is successful is established. The author champions the many advantages of the flipped classroom but concedes it is not without its challenges. These challenges are explored and strategies for creating and using screencasts effectively are recommended so that other instructors may successfully flip their own classrooms.
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