Original Research

From pencil and eraser to blending materials and flipping the classroom: A short history of Teksredaksie and Text Editing

Kris van de Poel
Literator | Vol 39, No 2 | a1494 | DOI: https://doi.org/10.4102/lit.v39i2.1494 | © 2018 Kris Van de Poel | This work is licensed under CC Attribution 4.0
Submitted: 19 February 2018 | Published: 30 July 2018

About the author(s)

Kris van de Poel, Department of Linguistics, University Antwerpen, Belgium; Research Unit, Languages and Literature in the SA Context, North-West University, South Africa


This article will take a historical perspective on the topic of text editing and highlight the following: (1) The origin and history of the Text Editing project and book productions in different languages (2003–2018) and (2) The latest programme developments from printed book to teaching with it, or learning from it and especially the development of a state-of-the-art training approach. In an attempt to evaluate whether these developments are defensible, also from the point of view of its users, a small-scale usability study was carried out among two groups of master’s degree students (N = 37) who undertook inverted and/or flipped-blended-collaborative text editing. As inverting classrooms with blended materials (online and contact) and introducing a collaborative approach to learning are innovative within this domain, the question of the programme’s effectiveness deserves central attention. Quantitative and qualitative student evaluation data (online Likert-scale questionnaire with open questions and critical evaluation reports) show that Text Editing is more than a well-founded theoretical guide or handbook. The programme is experienced as authentic and effective and has a high impact on the users’ self-efficacy and professional profile. As such the project is sustainable.


text editing; flipped classrooms; blended learning; collaborative learning


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