ARC has positive impacts on courses outside language learning contexts, too.

Published in The Canadian Journal for the Scholarship of Teaching and Learning, McCollum, Fleming, Plotnikoff & Skagen (2017) discuss how their use of ARC with second-year Organic Chemistry students at Mount Royal University contributes to the engagement of their students in text-centred classes. This excerpt particularly resonates with the goals of ARC:

What’s fascinating here is how the authors used ARC in conjunction with other flipped classroom methods with students outside the language learning or foundational EAP year contexts. Other points of note include findings that ARC positively impacted trust among peers and reliability of partners completing readings.

McCollum, B. M., Fleming, C. L., Plotnikoff, K. M., & Skagen, D. N. (2017). Relationships in the Flipped Classroom. The Canadian Journal for the Scholarship of Teaching and Learning, 8 (3). https://doi.org/10.5206/cjsotl-rcacea.2017.3.8

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