The Efficacy of Constructing an Online Flipped Creative Writing Classroom for a Standard Three Primary School Class During the COVID-19 Pandemic: A Qualitative Action Research Study

Abstract

In March of 2020, Trinidad and Tobago transitioned all educational levels - primary, secondary and tertiary to online teaching and learning in response to the COVID-19 Pandemic. With the secondary and tertiary levels already familiar with online technologies for learning, this transition was especially unprecedented for the students of the primary educational level, as it was the norm to be physically present within the school building for their learning. Subject areas taught at the primary level require student engagement, moreso that of Creative Writing. To enable online student learning and engagement therefore, brought the adoption of new pedagogical approaches for learning to continue at home. One such pedagogical approach is that of the Flipped Classroom. This qualitative action research explored the efficacy of constructing an online flipped creative writing classroom for a Standard Three primary school class during the COVID-19 Pandemic. The study found that the students had become independent writers through the implementation of the online flipped creative writing classroom. When compared to the initial phase of the action research, where students were more unsure of their creative writing abilities, a change was witnessed which facilitated greater self-exploration, confidence and overall interest in writing.