2015 KAMALL-GLoCALL International Conference
Flipped learning approaches are being eyed for their potential to improve learning through reorganizing both the classroom and homework experience. Front-loading content and lower-order thinking activities normally provided during class time can free time during class to focus more on higher-order thinking activities. The purpose of this action research was to evaluate the flipped classroom model as implemented in an academic writing class at a Korean university and to use insights from student performance, student perceptions, and applied practice to revise instructional design. This action research was conducted with 137 students over two semesters of an academic English writing course. Data were collected through course assignments, end-of-course surveys, and student interviews. Findings indicate overall approval for aspects of the flipped classroom approach, including the use of instructional video and the focus on higher-order thinking activities during class. However, aspects of instructional methodology and content development were seen to be in need of modification and reconsideration. These findings will benefit teachers who are struggling to develop writing courses in a similar context.