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Flipping First-Year English: Strengthening Teacher-Student Conferencing through Online Modules

Flipping First-Year English: Strengthening Teacher-Student Conferencing through Online Modules

Dana Edwards Prodoehl
Copyright: © 2017 |Pages: 23
ISBN13: 9781522507833|ISBN10: 1522507833|EISBN13: 9781522507840
DOI: 10.4018/978-1-5225-0783-3.ch004
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MLA

Prodoehl, Dana Edwards. "Flipping First-Year English: Strengthening Teacher-Student Conferencing through Online Modules." Blended Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 74-96. https://doi.org/10.4018/978-1-5225-0783-3.ch004

APA

Prodoehl, D. E. (2017). Flipping First-Year English: Strengthening Teacher-Student Conferencing through Online Modules. In I. Management Association (Ed.), Blended Learning: Concepts, Methodologies, Tools, and Applications (pp. 74-96). IGI Global. https://doi.org/10.4018/978-1-5225-0783-3.ch004

Chicago

Prodoehl, Dana Edwards. "Flipping First-Year English: Strengthening Teacher-Student Conferencing through Online Modules." In Blended Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 74-96. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0783-3.ch004

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Abstract

This chapter discusses the development, implementation, and assessment of an online module that addresses argument writing for First-Year English classes at University of Wisconsin – Whitewater. The author offers a blueprint for the development of online modules—from planning and funding to implementation and assessment—in order to offer new approaches to the flipped or inverted classroom that may be of particular interest to courses in the Humanities, specifically English. The chapter also offers advice and best practices for instructors interested in developing such modules in order to supplement student learning and create more effective conferencing strategies.

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