Flipping to Teach the Conceptual Foundations of Successful Workplace Writing

Campbell, Kim Sydow

doi:10.1177/2329490615608847

Cited by 11 publications

(5 citation statements)

References 48 publications

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“…The authors concur with the view that conceptual knowledge has to be bridged with procedural knowledge and that this knowledge is closely linked to students’ future experiences (Campbell, 2016). This article documents the deliberate attempt to innovatively redesign a professional communication course to simulate a workplace environment so that students could transfer and connect the course with their future professional world (Balzotti, & McCool, 2016) and analyze students’ and tutors’ perceptions of this approach.…”

Section: Discussionsupporting

confidence: 71%

Workplace Simulation

Ismail

Sabapathy

2016

Business and Professional Communication Quarterly

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In the redesign of a professional communication course for real estate students, a workplace simulation was implemented, spanning the entire 12-week duration of the course. The simulation was achieved through the creation of an online company presence, the infusion of communication typically encountered in the workplace, and an intensive and integrated approach to task design. An analysis of students’ and tutors’ perceptions of the changes shows higher student engagement, with the redesigned course resulting in learning that is both relevant and meaningful to workplace communication, which has implications for the teaching and learning of professional communication skills in higher education.

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Section: Discussionsupporting

confidence: 71%

Workplace Simulation

Ismail

Sabapathy

2016

Business and Professional Communication Quarterly

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“…Despite the suitability of this teaching method, few studies have investigated a flipped classroom strategy in writing development; most literature examines a more fact-based scientific context. Nevertheless, Campbell (2016) argues that a flipped classroom provides business-writing students with a better appreciation of concepts. However, Hall and Dufrene (2016) note that although videos can deliver more academic-writing information to students, class time must be dedicated to checking students' understanding, especially as some students do not complete pre-class activities.…”

Section: Flipping the Writing Classroommentioning

confidence: 99%

'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing

Hancock¹

2019

jldhe

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This article explores action research that introduced a flipped-classroom approach to teaching dissertation writing. The cohort involved postgraduates studying at master’s level, with a high proportion of international students. Dissertation writing had previously been taught in a lecture-based format, with limited time for activities. Moving some of the information-based content to online videos, which students were asked to watch before the teaching sessions, meant that face-to-face content could be entirely based around active learning and a social-constructivist approach. The students who experienced this flipped-classroom approach became more positive about the use of online videos during the teaching period. Many favourable comments were made about the videos, although several students appeared to prefer to use video content as a recap of face-to-face teaching, rather than appreciating a true flipped-classroom approach. Nevertheless, students agreed that the face-to-face activities helped put their learning from the videos into practice, the videos helped them to complete face-to-face activities, and that the teaching was beneficial for their dissertation writing abilities. Despite an absence of existing research for this context, a flipped-classroom approach to teaching dissertation writing is therefore recommended, as long as the students are fully briefed about the reasons for teaching in this way. This teaching method may be particularly beneficial for postgraduate students who are familiar with online learning through videos in earlier parts of their master’s level courses.

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“…Finally, while flipping the classroom has been a focus within the cognate discipline of business communication (e.g. Lam & Hannah, 2015;Sherrow, Lang, & Corbett, 2015;Sydow Campbell, 2015), it has yet to be explored with specific reference to the teaching of English for Specific Business Purposes (ESBP).…”

Section: Introductionmentioning

confidence: 99%

Mobile and Multidimensional: Flipping the Business English Classroom

Nickerson¹

2018

ESP Today

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An increasing number of researchers and practitioners with an interest in ESP have begun to consider the role that information communication technologies can play in the classroom. In addition, recent work in English for Specific Business Purposes has emphasized the importance of introducing more computer-mediated communication into the curriculum, in an effort to help learners to develop the skills they will need in the workplace. In this article I discuss a business English course for undergraduate students in the Gulf Region with three areas of focus, that addresses this concern: (i) it combines a flipped classroom approach and a project-based learning approach, (ii) it presents students with a series of mobile learning tasks that centre on a set of three interdependent instructional goals, i.e. interaction, production and reflection, and (iii) it allows students to develop their skills in two specific areas related to computer-mediated communication in the workplace, i.e. dealing with different audiences and selecting appropriate media. My aim is to give an account of a real classroom experience of relevance for the teaching of English for Specific Business Purposes at tertiary level.Key words mobile learning, flipped classroom, project-based learning, multi-media, audience. CATHERINE NICKERSONVol. 6(1)(2018): [65][66][67][68][69][70][71][72][73][74][75][76][77][78][79][80][81][82][83] Sažetak Sve više istraživača i predavača zainteresovanih za engleski jezik nauke i struke razmatra ulogu informaciono-komunikacionih tehnologija u učionici. Pored toga, novija istraživanja u oblasti engleskog poslovnog jezika ističu značaj uvođenja komunikacije putem računara u nastavni program, kako bi se učenicima pomoglo da razviju veštine potrebne na radnom mestu. U ovom radu bavim se kursom engleskog poslovnog jezika namenjenom studentima u Zalivskoj regiji i njegovim trima glavnim komponentama: (i) na kursu se kombinuje pristup preokrenute učionice sa pristupom učenja putem projekata, (ii) studenti dobijaju niz zadataka u okviru mobilnog učenja sa tri međusobno zavisna nastavna cilja, interakcijom, produkcijom i refleksijom, i (iii) kurs omogućava studentima da razviju veštine iz dve konkretne oblasti koje se tiču komunikacije putem računara na radnom mestu, i to komuniciranja sa različitim publikama i izbora odgovarajućeg medija komunikacije. Cilj mi je da opišem realno iskustvo u učionici od značaja za nastavu engleskog poslovnog jezika na univerzitetskom nivou.Ključne reči mobilno učenje, preokrenuta učionica, učenje putem projekata, multimediji, publika.

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Flipping to Teach the Conceptual Foundations of Successful Workplace Writing

Cited by 11 publications

References 48 publications

Workplace Simulation

Workplace Simulation

'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing

Mobile and Multidimensional: Flipping the Business English Classroom

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