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Flipping the Composition Classroom

Flipping the Composition Classroom

Susan Crisafulli
Copyright: © 2015 |Pages: 19
ISBN13: 9781466674646|ISBN10: 1466674644|EISBN13: 9781466674653
DOI: 10.4018/978-1-4666-7464-6.ch003
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MLA

Crisafulli, Susan. "Flipping the Composition Classroom." Implementation and Critical Assessment of the Flipped Classroom Experience, edited by Abigail G. Scheg, IGI Global, 2015, pp. 41-59. https://doi.org/10.4018/978-1-4666-7464-6.ch003

APA

Crisafulli, S. (2015). Flipping the Composition Classroom. In A. Scheg (Ed.), Implementation and Critical Assessment of the Flipped Classroom Experience (pp. 41-59). IGI Global. https://doi.org/10.4018/978-1-4666-7464-6.ch003

Chicago

Crisafulli, Susan. "Flipping the Composition Classroom." In Implementation and Critical Assessment of the Flipped Classroom Experience, edited by Abigail G. Scheg, 41-59. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-7464-6.ch003

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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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