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Although the flipped classroom concept has gained attention in the media and professional literature in the past year, versions of this instructional delivery method have existed for some time. Librarians and other educators have created tutorials and other learning objects as a means of supplementing and supplanting traditional face-to-face instruction. Librarians at Georgia State University are experimenting with using learning objects to teach basic skills, while scheduling face-to-face workshops and instruction sessions to delve deeper into discipline-based research processes. This paper details those efforts, highlights an established “flipped classroom” practice with the Psychology department, and presents evidence of improved student learning.



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