Аннотация
As a response to the call for technology enhanced, student-centered learning environments, the
flipped classroom 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 upon in relation to diverse disciplinary contexts. Focusing on
this gap, we engaged in a mixed methods study that examined three instances of the flipped
classroom across unique disciplines and to extract specific design principles. Three instructors
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.
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