Flipping to Teach the Conceptual Foundations of Successful Workplace Writing

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 professi...

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Bibliographic Details
Published in:Business and professional communication quarterly 2016-03, Vol.79 (1), p.54-67
Main Author: Campbell, Kim Sydow
Format: Article
Language:English
Subjects:
Barriers
Behavioral Objectives
Business Communication
Concept Teaching
Curriculum Design
Educational Needs
Educational Practices
Feedback (Response)
Intervention
Multimedia Instruction
Relevance (Education)
Teaching Methods
Workplace Literacy
Writing Instruction
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Summary: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.
ISSN:2329-4906
2329-4922
2329-4922
DOI:10.1177/2329490615608847