• Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78(0), 227-236. https://doi.org/10.1016/j.compedu.2014.06.006.
• Baytiyeh, H. (2017). The flipped classroom model: When technology enhances professional skills. International Journal of Information and Learning Technology, 34(1), 51-62. https://doi.org/10.1108/IJILT-07-2016-0025.
• Chen, S.-C., Yang, S. J. H., & Hsiao, C.-C. (2015). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technology, 47(6), 1096-1112. https://doi.org/10.1111/bjet.12278.
• Chen, Y., Wang, Y., Kinshuk, & Chen, N.-S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79(0), 16-27. https://doi.org/10.1016/j.compedu.2014.07.004.
• Chen, Y.-C., Hand, B., & Park, S. (2016). Examining elementary students’ development of oral and written argumentation practices through argument-based inquiry. Science & Education, 25(3), 277-320. https://doi.org/10.1007/s11191-016-9811-0.
• Choi, A., Hand, B., & Norton-Meier, L. (2014). Grade 5 students’ online argumentation about their in-class inquiry investigations. Research in Science Education, 44(2), 267-287. https://doi.org/10.1007/s11165-013-9384-8.
• Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115. https://doi.org/10.9743/JEO.2015.1.5.
• Cohen, M. E. (2016). The flipped classroom as a tool for engaging discipline faculty in collaboration: A case study in library-business collaboration. New Review of Academic Librarianship, 22(1), 5-23. https://doi.org/10.1080/13614533.2015.1073162.
• Dass, K., Head, M. L., & Rushton, G. T. (2015). Building an understanding of how model-based inquiry is implemented in the high school chemistry classroom. Journal of Chemical Education, 92(8), 1306-1314. https://doi.org/10.1021/acs.jchemed.5b00191.
• Demirbag, M., & Gunel, M. (2014). Integrating argument-based science inquiry with modal representations: Impact on science achievement, argumentation, and writing skills. Educational Sciences: Theory and Practice, 14(1), 386-391. https://doi.org/10.12738/estp.2014.1.1632.
• Demircioglu, T., & Ucar, S. (2015). Investigating the effect of argument-driven inquiry in laboratory instruction. Educational Sciences: Theory and Practice, 15(1), 267-283. https://doi.org/10.12738/estp.2015.1.2324.
• Fakari, F. R., Kordi, M., Mazloom, S. R., Khadivzadeh, T., Tara, M., & Akhlaghi, F. (2015).Comparing the effect of traditional, web based and simulation training on midwifery students’ clinical competence in postpartum hemorrhage management. Journal of Mazandaran University of Medical Sciences, 25(123), 67-79.
• Flynn, A. B. (2015). Structure and evaluation of flipped chemistry courses: Organic & spectroscopy, large and small, first to third year, English and French. Chemistry Education Research and Practice, 16(2), 198-211. https://doi.org/10.1039/C4RP00224E.
• Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114. https://doi.org/10.1016/j.jneb.2014.08.008.
• González-Gómez, D., Jeong, J. S., Airado Rodríguez, D., & Cañada-Cañada, F. (2016). Performance and perception in the flipped learning model: An initial approach to evaluate the effectiveness of a new teaching methodology in a general science classroom. Journal of Science Education and Technology, 25(3), 450-459. https://doi.org/10.1007/s10956-016-9605-9.
• Hsu, C.-C., Chiu, C.-H., Lin, C.-H., & Wang, T.-I. (2015). Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry. Computers & Education, 91, 46-59. https://doi.org/10.1016/j.compedu.2015.09.009.
• Hsu, S.-D., Chen, C.-J., Chang, W.-K., & Hu, Y.-J. (2016). An investigation of the outcomes of PGY students’ cognition of and persistent behavior in learning through the intervention of the flipped classroom in Taiwan. PLOS ONE, 11(12), 1-14. https://doi.org/10.1371/journal.pone.0167598.
• Huang, Y.-N., & Hong, Z.-R. (2016). The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development, 64(2), 175-193. https://doi.org/10.1007/s11423-015-9412-7.
• Hwang, F.-K., Tsai, C.-C. (2015). A review of features of technology-supported learning environments based on participants’ perceptions. Computers in Human Behavior, 53, 223-237. https://doi.org/10.1016/j.chb.2015.06.042.
• Joanne, C. S. M., & Lateef, F. (2014). The Flipped Classroom Viewpoints in Asian Universities. Education in Medicine Journal, 6(4), 20-26.
• Kim, B., Pathak, S. A., Jacobson, M. J., Zhang, B., & Gobert, J. D. (2015). Cycles of exploration, reflection, and consolidation in model-based learning of genetics. Journal of Science Education and Technology, 24(6), 789-802. https://doi.org/10.1007/s10956-015-9564-6.
• Kong, S. C. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers & Education, 89, 16-31. https://doi.org/10.1016/j.compedu.2015.08.017.
• Lin, Y., Zhu, Y., Chen, C., Wang, W., Chen, T., Li, T., . . . Liu, Y. (2017). Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer? PLOS ONE, 12(4), e0174829. https://doi.org/10.1371/journal.pone.0174829.
• Makransky, G., Bonde, M. T., Wulff, J. S. G., Wandall, J., Hood, M., Creed, P. A., . . .Nørremølle, A. (2016). Simulation based virtual learning environment in medical genetics counseling: An example of bridging the gap between theory and practice in medical education. BMC Medical Education, 16(1), 98. https://doi.org/10.1186/s12909-016-0620-6.
• Moran, K., & Milsom, A. (2015). The flipped classroom in counselor education. Counselor Education and Supervision, 54(1), 32-43. https://doi.org/10.1002/j.1556-6978.2015.00068.x.
• Nichols, K., Gillies, R., & Hedberg, J. (2016). Argumentation-based collaborative inquiry in science through representational work: Impact on primary students’ representational fluency. Research in Science Education, 46(3), 343-364. https://doi.org/10.1007/s11165-014-9456-4.
• Novak, J., Kensington-Miller, B., & Evans, T. (2017). Flip or flop? Students’ perspectives of a flipped lecture in mathematics. International Journal of Mathematical Education in Science and Technology, 48(5), 647-658. https://doi.org/10.1080/0020739X.2016.1267810.
• Porcaro, P. A., Jackson, D. E., McLaughlin, P. M., & O’Malley, C. J. (2016). Curriculum design of a flipped classroom to enhance haematology learning. Journal of Science Education and Technology, 25(3), 345-357. https://doi.org/10.1007/s10956-015-9599-8.
• Rui, Z., Lian-Rui, X., Rong-Zheng, Y., Jing, Z., Xue-Hong, W., & Chuan, Z. (2017). Friend or foe? Flipped classroom for undergraduate electrocardiogram learning: A randomized controlled study. BMC Medical Education, 17(1), 1-9. https://doi.org/10.1186/s12909-017-0881-8.
• Sarantos, P. (2016). Inquiry based-computational experiment, acquisition of threshold concepts and argumentation in science and mathematics education. Journal of Educational Technology & Society, 19(3), 282-293.
• Sletten, S. R. (2017). Investigating flipped learning: Student self-regulated learning, perceptions, and achievement in an introductory biology course. Journal of Science Education and Technology, 26(3), 347-358. https://doi.org/10.1007/s10956-016-9683-8.
• Wang, J., Guo, D., & Jou, M. (2015). A study on the effects of model-based inquiry pedagogy on students’ inquiry skills in a virtual physics lab. Computers in Human Behavior, 49, 658-669. https://doi.org/10.1016/j.chb.2015.01.043.
• Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354-369. https://doi.org/10.1016/j.compedu.2015.07.008.

APA

Qiang, J. (2018). Effects of Digital Flipped Classroom Teaching Method Integrated Cooperative Learning Model on Learning Motivation and Outcome. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2213-2220. https://doi.org/10.29333/ejmste/86130

Vancouver

Qiang J. Effects of Digital Flipped Classroom Teaching Method Integrated Cooperative Learning Model on Learning Motivation and Outcome. EURASIA J Math Sci Tech Ed. 2018;14(6):2213-20. https://doi.org/10.29333/ejmste/86130

AMA

Qiang J. Effects of Digital Flipped Classroom Teaching Method Integrated Cooperative Learning Model on Learning Motivation and Outcome. EURASIA J Math Sci Tech Ed. 2018;14(6), 2213-2220. https://doi.org/10.29333/ejmste/86130

Chicago

Qiang, Jian. "Effects of Digital Flipped Classroom Teaching Method Integrated Cooperative Learning Model on Learning Motivation and Outcome". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 6 (2018): 2213-2220. https://doi.org/10.29333/ejmste/86130

Harvard

Qiang, J. (2018). Effects of Digital Flipped Classroom Teaching Method Integrated Cooperative Learning Model on Learning Motivation and Outcome. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), pp. 2213-2220. https://doi.org/10.29333/ejmste/86130

MLA

Qiang, Jian "Effects of Digital Flipped Classroom Teaching Method Integrated Cooperative Learning Model on Learning Motivation and Outcome". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 6, 2018, pp. 2213-2220. https://doi.org/10.29333/ejmste/86130