爱思唯尔数据库获取资料

爱思唯尔数据库获取资料

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