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1.The experience of three flipped classrooms in an urban university:an exploration of design principles(2014。2）
设计原则的探索：在城市大学中使用三个翻转课堂的体验
来源：《Internet and Higher Education》
Abstract：As a response to the call for technology enhanced, student-centered learning environments， the flipped class—room approach has drawn much attention from both the research and practice communities。 Despite over fifteen years of flipped classroom implementation， design principles have been minimally elaborated详尽 upon in relation to diverse disciplinary contexts学科背景。 Focusing on this gap， we engaged in a mixed methods study that examined three instances of the flipped classroom across unique disciplines学科 and to extract specific design principles. Three in-structors and 115 students enrolled in three separate classes in fall 2012 participated in the study。 Building upon the
Revised Community of Inquiry Framework, we developed a flipped classroom design framework and identified nine design principles。
Keywords:Flipped classroom；Inverted classroom;Technology—enhanced learning;Blended learning；  Student-centered learning；Mixed methods research
摘要：至于对技术提升，以学生为中心的学习环境的的要求,翻转课堂的做法已引起研究和实践领域的广泛关注。尽管翻转课堂以实施了超过15年的时间，关于不同的学科背景，已经在最低限度阐述了他的设计原则。着眼于这种差距,我们用混合学习方法研究，审查独特的跨学科的翻转课堂的三个实例,并提取特定设计原则。三个教学者和115名学生2012年秋季参加了三个不同班的研究。经询问框架的修订社区建设,我们制定了一个翻转课堂的设计框架和9个设计原则.
关键词：翻转课堂;课堂倒置;科技辅助学习，混合式学习；以学生为中心的学习；混合方法研究
2.Flip My Class！ A faculty development demonstration of a flipped—classroom（2014.6）
翻转我的教室，一个学院使用翻转课堂后的展示
来源:《Currents in Pharmacy Teaching and Learning 》
Abstract：This article describes a unique model for a faculty development program focused on sensitizing clinical pharmacy practice(CPP） faculty to the “flipped—classroom" approach to teaching。 The developers of this program assigned pre—program homework to the faculty， which required them to watch a YouTube origami video on “How to make a paper crane？” and a Prezi presentation on flipped-classroom concept. Faculty were instructed to watch the crane video, construct their own crane，and send in a picture of it to the faculty facilitators by the deadline。 The in-class program activities included a quiz on the homework; evaluation and feedback of the cranes submitted; a discussion on how to utilize class time for higher order complex assignments via a flipped-classroom approach； and individual, small—, and large—group reflection。 Twenty of 34 (59％) CPP faculty completed the paper crane homework。 Twenty-three faculty （68％) attended the “in—class” workshop. Overall, 84% of the faculty stated that
the faculty development workshop and homework very strongly or strongly increased their understanding of a flipped—classroom and 88% of the faculty stated that they would consider flipping one of their classes next year。 This well-received faculty development model successfully sensitized faculty to the flipped—classroom concept by having them take on the role of the student。 This faculty development program is a model for other schools/colleges to expose faculty to alternative teaching techniques which may help them “think outside the box” when teaching student pharmacists。
Keywards: Flipped—classroom； Faculty development； Pedagogy
翻译：本文介绍了学院的发展规划的独特模式侧重于敏临床药学实践
(CPP）教授的“翻转教室”的教学方法。这一方案的开发人员分配预方案功课的教师，要求他们观看YouTube视频折纸中的“如何做一个纸鹤？” Prezi在佛罗里达州讲解了翻转教室的概念.学院要求观看视频起重机，构造自己的起重机，并在截止日期前发送给它的辅导员教师一个画面.课内计划活动包括一个家庭作业的小测验；评估并提交起重机的反馈；如何在翻转课堂中利用课堂时间高效有序的解决复杂任务,又比如个人，小型，大的团队。20个教
师(大约59％)完成了纸鹤功课.二十三名教师(68％)参加了“课程”研讨会,整体上，84% 教师指出大家都很喜欢研讨会及作业，这种喜欢增加了他们对于翻转课堂的理解，并且一个翻转教室88%的教师表示,他们会考虑明年将翻转课堂应用到自己的班级。这种收到良好效果的教师发展模式,成功地让教师们由学生角视角认识到翻转课堂的教室概念.该学院的发展项目对其他学校/大学来说是一个典型的例子，揭示教师另类教学技巧,这样能帮助他们想想盒子外的世界，当教学生药剂师时。
3.A novel integration of online and flipped classroom instructional models in public health higher education(2014)
来源：《Medical education》
在线和翻转课堂教学模式在公共卫生高等教育领域的一种新型整合
Abstract：Background： In 2013， a cohort of public health students participated in a‘flipped' Environmental and Occupational Health course。 Content for the course was delivered through NextGenU。org and active learning activities were carried out during in-
class time. This paper reports on the design, implementation, and evaluation of this novel approach.
Methods: Using mixed-methods， we examined learning experiences and perceptions of the flipped classroom model and assessed changes in students’ self-perceived knowledge after participation in the course。 We used pre— and post-course surveys to measure changes in self—perceived knowledge. The post—course survey also included items regarding learning experiences and perceptions of the flipped classroom model。 We also compared standard course review and examination scores for the 2013 NextGenU/Flipped Classroom students to previous years when the course was taught with a lecture—based model。 We conducted a focus group session to gain more in-depth understanding of student learning experiences and perceptions.
Results: Students reported an increase in knowledge and survey and focus group data revealed positive learning experiences and perceptions of the flipped classroom model. Mean examination scores for the 2013 NextGenU/ Flipped classroom students were 88.8
design翻译％ compared to 86.4％ for traditional students (2011）。 On a scale of 1–5 (1 = lowest rank， 5 = highest rank)， the mean overall rating for the 2013 NextGenU/Flipped classroom students was 4。7/5 compared to prior years' overall ratings of 3。7 (2012）， 4.3 (2011), 4.1 (2010)， and 3.9 (2009）. Two key themes emerged from the focus group data： 1) factors influencing positive learning experience (e.g.， interactions with students and instructor); and 2）changes in attitudes towards environmental and occupation health （e。g。， deepened interest in the field）。

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