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How Students in a First-Year Composition Course Respond to the Flipped Classroom

How Students in a First-Year Composition Course Respond to the Flipped Classroom

Christina R. Grimsley
Copyright: © 2017 |Pages: 21
ISBN13: 9781522507833|ISBN10: 1522507833|EISBN13: 9781522507840
DOI: 10.4018/978-1-5225-0783-3.ch068
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MLA

Grimsley, Christina R. "How Students in a First-Year Composition Course Respond to the Flipped Classroom." Blended Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 1405-1425. https://doi.org/10.4018/978-1-5225-0783-3.ch068

APA

Grimsley, C. R. (2017). How Students in a First-Year Composition Course Respond to the Flipped Classroom. In I. Management Association (Ed.), Blended Learning: Concepts, Methodologies, Tools, and Applications (pp. 1405-1425). IGI Global. https://doi.org/10.4018/978-1-5225-0783-3.ch068

Chicago

Grimsley, Christina R. "How Students in a First-Year Composition Course Respond to the Flipped Classroom." In Blended Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1405-1425. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0783-3.ch068

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Abstract

This qualitative pilot study investigated how 19 students enrolled in an entry-level college writing course responded to the use of video technology to supplement and flip class curriculum. Students were provided 10 video podcasts to augment course content and flip four class lessons. Collected through six student surveys and video download data, the results, including students' podcast viewership behaviors and attitudes toward the videos, are presented. The data revealed the college writing students involved in this study were generally satisfied with the flipped classroom and preferred it over the traditional lecture format. Download patterns indicated, however, less than half of the students watched the podcasts. Despite low viewership, the results suggest that the incorporation of video technology brings writing teachers opportunities to optimize class time by delving deeper into course content and by expanding the number of course assignments.

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