Flipping the Class

Abstract

Business communication evolves and adapts to suit the times, and today’s workplace documents are increasingly multimodal. Therefore, business and professional communication specialists need to adapt to a new media workplace ecology—one that requires proficiencies with technologies such as video production, digital animation, and sound. Business and professional writing teachers, in turn, need to adopt teaching methods that include working with evolving technologies and be willing to teach multimodal skills to students. In this article I offer a case study of a flipped learning pedagogy to teach multimodal skills in the professional writing classroom.

Assessing Flipped Versus Traditional Classrooms: Is Flipping Really Better?

“…One such strategy is that of the “flipped classroom.” The flipped classroom allows instructors to offload course lecture content to management systems, such as blackboard or canvas, and then engage students in hands-on activities or applicable discussions during class (Heyborne & Perrett, 2016; Koo et al, 2016; Zhonggen & Guifang, 2016). For instance, Arduser (2016) noted that conversations in a business communication course were extended outside the classroom through student blog entries and online class meetings. Numerous scholars in English and communication courses have noted that posting online lectures and videos to management systems are beneficial because students can rewind, pause, and review them (Rivera, 2017; Schultz, Duffield, Ramussen, & Wageman, 2014; Zhonggen & Guifang, 2016).…”