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Developing a Community of Practice Musallam, R. (2013). 3 rules to spark learning [web video]. Retrieved from http://www.youtube.com/watch?v=YsYHqfk0X2A Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions in Education, 56(4), 430–435. doi:10.1109/ TE.2013.2249066 Winston, H. (2013). Quickwire: ‘Flipping’ classroom may not make much difference [web blog]. Retrieved from http://chronicle.com/blogs/wiredcampus/ quickwire-flipping-classrooms-may-notmake-much-difference/47667. Middendorf, J., & Kalish, A. (1996). The ‘change-up’ in lectures. National Teaching & Learning Forum, 5(2), 1–12. doi:10.1002/ntlf.10026 Satullo, S. K. (2013). Pa. colleges flip classrooms to boost engagement. Community College Week, 26(4), 13. Springen, K. (2013). Flipping the classroom: A revolutionary approach to learning presents some pros and cons. School Library Journal, 59(4), 23. Topo, G. (2011, October 7). ‘Flipped’ classrooms take advantage of technology. USA Today. Retrieved from http://usatoday30.usatoday.com/news/education/story/2011-10-06/flipped-classrooms-virtual-teaching/50681482/1 Tune, J. D. Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advanced Physiology Education, 37, 316– 320. doi:10.1152/advan.00091.2013. Wenger, E. (1998). Communities of practice. Learning, meaning, and identity. Cambridge, UK: Cambridge University Press. 94