Flipping to Teach the Conceptual Foundations of Successful Workplace Writing

Kim Sydow Campbell University of Alabama

Abstract

Flipping originated in science, technology, engineering, and mathematics fields, where didactic transmission of conceptual knowledge has been the standard pedagogy. Flipping has resulted in additional focus on procedural knowledge within class meetings. This article argues that business and professional writing pedagogy, which already focuses largely on procedural knowledge within class meetings, would benefit from flipping because it could create an additional focus on conceptual knowledge outside of the classroom. The article explains why we need to teach conceptual foundations, why video is a good choice for that teaching, and what challenges we face in creating those instructional videos.

Journal
Business and Professional Communication Quarterly
Published
2016-03-01
DOI
10.1177/2329490615608847
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Cited by in this index (4)

  1. Business and Professional Communication Quarterly
  2. Business and Professional Communication Quarterly
  3. Business and Professional Communication Quarterly
  4. Business and Professional Communication Quarterly

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