ENHANCING SUMMARY WRITING SKILLS THROUGH FLIPPED CLASSROOM: STRATEGIES, ADVANTAGES, AND CASE STUDIES
Keywords:
Summary writing, academic context, flipped classroom, teaching, challenges, advantages, design, case studies, best practices.
Abstract
This article discusses the definition, importance, and purpose of summary writing in an academic context. It also explores the challenges of teaching summary writing and how the flipped classroom model can be an effective solution.
References
1. Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14.
2. Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. Jossey-Bass.
3. Applebee, A. (1984). Writing and reasoning. Review of Educational Research, 54(4), 577-596.
4. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
5. Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA.
6. Brown, G., & Yule, G. (1983). Discourse Analysis. Cambridge: Cambridge University Press.
7. Chen, Y., Wang, Y., Kinshuk & Chen, N.S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education. 2014
8. Herreid, C. F., & Schiller, N. A. (2022). Case studies and the flipped classroom. Journal of College Science Teaching.
9. King, A., & Boyatt, R. (2023). Exploring factors that influence adoption of e-learning within higher education. British Journal of Educational Technology.
10. Long, T., Logan, J., & Waugh, M. (2014). Students' perceptions of the value of using videos as a pre-class learning experience in the flipped classroom. TechTrends, 58(3), 19-25.
11. Wilson., G.,S. (2013) The Flipped Class: A Method to Address the Challenges of an Undergraduate Statistics Course. Teaching of Psychology.
2. Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. Jossey-Bass.
3. Applebee, A. (1984). Writing and reasoning. Review of Educational Research, 54(4), 577-596.
4. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
5. Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA.
6. Brown, G., & Yule, G. (1983). Discourse Analysis. Cambridge: Cambridge University Press.
7. Chen, Y., Wang, Y., Kinshuk & Chen, N.S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education. 2014
8. Herreid, C. F., & Schiller, N. A. (2022). Case studies and the flipped classroom. Journal of College Science Teaching.
9. King, A., & Boyatt, R. (2023). Exploring factors that influence adoption of e-learning within higher education. British Journal of Educational Technology.
10. Long, T., Logan, J., & Waugh, M. (2014). Students' perceptions of the value of using videos as a pre-class learning experience in the flipped classroom. TechTrends, 58(3), 19-25.
11. Wilson., G.,S. (2013) The Flipped Class: A Method to Address the Challenges of an Undergraduate Statistics Course. Teaching of Psychology.
Published
2024-02-01
How to Cite
Aybolgan BORASHEVA. (2024). ENHANCING SUMMARY WRITING SKILLS THROUGH FLIPPED CLASSROOM: STRATEGIES, ADVANTAGES, AND CASE STUDIES. News of the NUUz, 1(1.1.1), 75-78. https://doi.org/10.69617/uzmu.v1i1.1.1.582
Section
Articles
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