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The Flip Side of Flipping
We are currently teaching in a time where technology is gaining acceptance as a useful tool in the classroom¬- elementary school students have class iPad sets, high school students download dictionary apps, and college students read scholarly articles on their iPhone 6 plus. The recent trend of the flipped classroom is one way that educators are also attempting to integrate technology into their teaching by extending learning out side of the classroom. The research on the flipped class method has only scratched the surface of possibilities available to students; and of the published material that exists, little attention is given to the instructors' role and outcomes. While the student outcomes are crucial to the success of a flipped class, advantages for the instructor must also be explored. This study looks at instructors' roles, outcomes, and advantages in a flipped classroom. Four freshman composition classes designated for multilingual speakers were examined over a 20-week time frame in order to compare instructors' perspectives on flipping. One class fully committed to the flipped class moving all grammar instruction to the videos, and two classes partially committed to the flipped class converting only some of the grammar instruction to videos. The aim of this research is to show that dedicating time to flip a classroom is not only beneficial for the students but also the instructor.
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