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Flipping First-Year English: Strengthening Teacher-Student Conferencing through Online Modules
Abstract
This chapter discusses the development, implementation, and assessment of an online module that addresses argument writing for First-Year English classes at University of Wisconsin – Whitewater. The author offers a blueprint for the development of online modules—from planning and funding to implementation and assessment—in order to offer new approaches to the flipped or inverted classroom that may be of particular interest to courses in the Humanities, specifically English. The chapter also offers advice and best practices for instructors interested in developing such modules in order to supplement student learning and create more effective conferencing strategies.
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