The Application of Writing Across the Curriculum (WAC) Techniques in a Systems Analysis & Design Flipped Classroom 35. Themed Learning with Music and Technology 45. Assessing Faculty Perceptions and Techniques to Combat Academic Dishonesty in Online Cours (original) (raw)
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Science Editing
Purpose: This study analyzed the bibliometric characteristics of flipped classroom publications in the Social Science Citation Index and Science Citation Index Expanded from 2000 to 2019. Methods: The terms related to “flipped classroom” and “inverted learning” were the keywords for searching journal articles on January 3, 2020. Results: There are 645 articles (including 33 early-access articles), representing 1,938 authors in the 210 journals scanned. The United States, China, and Taiwan were three leading countries/regions in this field. In the top 10 countries, to 10 institutions, the top eight most-cited journals were identified by either the number of publications or the number of citations. Hot-spot themes from the 24 highly-cited articles and author keyword co-occurrence analysis focus on empirical research in the flipped classroom, the overall feasibility of the flipped classroom course design and practical model, and students’ performances, and student-regulated learning (a...
International Journal of Instruction
2020
Assuming the evident relationship between innovation and technology, and the corresponding impact in the educational field, this article contemplates a systematic review on the resource on flipped classroom model in non-tertiary education. 181 studies were reviewed with the purpose of establishing and apprehending the connections between the flipped learning and its potential to promote curriculum innovation. Data analysis allowed the building of a three-level model in which the relations of the flipped classroom model and curriculum are organized in terms of (i) outcomes support, (ii) institutional change and (iii) classroom instruction modus operandi. Results suggest substantial potential of the flipped model to flip the curriculum and even the school culture. To meet such end, innovation must be perceived as an institutional strategy, making sure all stakeholders hold a part in the adaptative process of fostering change. Moreover, there is evidence that the model can ease the art...
After fi ve years, 23 papers, and 83 student co-authors, thi s arti cle conc ludes the j ourn al Ana lys is Seri es in Educational Technology. In this arti cle, th e auth or reflects on lessons lea rn ed from this proj ect, inclu ding insights for the field of ed ucational technology and for teachers w ho may consider simil ar projects in their own courses. M ain in sights in clude th e limits of citation metri cs on their own for eva luating jou rn al quality, th e im porta nce of w ritin g good abstracts and keywords, th e lack of methodologica l diversity and innovation w ithin th e field, and th e overemp hasis in the discipline on techn ology in li eu of theory, des ign, and contex tu al factors related to teaching an d lea rnin g.
Content analysis of research papers on flipped learning
Revista de Educación a Distancia (RED)
o El propósito de este estudio es describir el estado actual de la publicación de investigaciones y las tendencias en el aprendizaje invertido, que se encuentran en "Web of Science" durante el período 2014-2018. Hay 262 artículos investigados, publicados e indexados en "Web of Science" con la palabra clave: "aprendizaje invertido" y "aula invertida". Los resultados del estudio se analizan según la revista de publicación según estos criterios: autor, países, agencias de financiación, tipos de documentos, idiomas, organización, años de publicación y título de la fuente. El aprendizaje invertido cambia la clase tradicional dando la vuelta al aula en el sentido de escuchar las videoconferencias en casa y realizar actividades dinámicas en grupo en el aula. Esto involucra a los estudiantes en el aprendizaje activo, el pensamiento crítico y mejora las habilidades interpersonales.Se recomienda a los autores explorar la posibilidad de utilizar este mét...
Publishing diverse perspectives and key issues in educational technology
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2006
Happy New Year! It has been twelve months since the Canadian Journal of Learning and Technology moved to the University of Calgary. I am pleased to report that 2005 was a successful year for CJLT-three issues of the journal, comprised of a total of 22 scholarly articles and book reviews, were published and shared with the academic community. The journal received 50 new manuscript submissions and welcomed several new members to the Editorial Board. I am grateful to the authors, who have entrusted us with their work, and to the current and past CJLT Editorial Board members and regular peer reviewers, who make such an important scholarly contribution to CJLT and the field of educational technology research. The Winter 2006 issue marks the beginning of our second year as the new Editorial Team of CJLT. Allow me to extend a sincere thank-you to Bruce Clark, François Desjardins and Jennifer Lock for their exceptional work on the journal. It is an exciting time to be an educational technologist and an academic journal editor! It is a privilege to receive and send for review a diverse range of manuscripts that describe innovative and cutting edge research and teaching that scholars currently pursue in our expanding field. In the first part of this editorial I introduce you to the eight articles that are published in this issue. Authors who have contributed their work to this issue of CJLT represent a variety of perspectives on key issues in educational technology. It has been a pleasure to work with each scholar to prepare these manuscripts for publication. In this editorial, I begin a year-long reflection on the academic publishing process, with specific attention to practices and policies that currently guide the work at CJLT. I often get asked to explain, to describe and sometimes to defend how and why editorial and peer review decisions get made, how long it takes to get to print, what it takes to make a paper publishable, and so on. Some of the most common questions are addressed in this editorial. Academic publishing is a theme I will continue to build upon in subsequent editorials in 2006. In keeping with tradition, my spring 2006 editorial will take stock of CJLT's 2005 publishing year by reporting on the specific submission, acceptance and rejection rates, editorial and peer-review feedback, and journal activity. A special issue of CJLT on Knowledge Building will be published in Fall 2006 that will examine critical issues in knowledge building theories, pedagogies, and environments in school and workplace settings. Guest editors, William J. Egnatoff, Queen's University, and Marlene Scardamalia, OISE / University of Toronto, invite submissions that address these four themes: (1) Theoretical models for knowledge creation; (2) Educational dynamics for knowledge building; (3) Globally networked knowledge building communities; (4) Knowledge building environments. The issue reflects the need for increased collective responsibility for knowledge innovation of benefit to society. Deadline for submission is May 15, 2006.
[perception] Influence_of_Flipped_Classroom_on_Learne.pdf
Flipped classroom has been claimed as an effective solution to many problems existing in traditional teaching like increasing engagement and triggering positive learning attitude. However, the influence of flipped classroom on student learner's empowerment remains unidentified, though empowerment is believed to be a significant indicator of active learning. This study aimed to probe into the relationship between flipped classroom and student perception of empowerment in English writing courses in China. After one semester's experiment, the data analysis revealed that there is significant difference between experiment class and control class over empowerment. It can be tentatively concluded that flipped classroom can promote more learner perception of empowerment than traditional classroom.
Frontiers in Education
The Flipped Classroom (FC) emerged at the beginning of the 20th century as an alternative pedagogical model to the traditional classroom. It consists of inverting (flipping) some teaching-learning procedures, transferring some activities outside the classroom and reformulating the roles of the teacher and the student. The aim of this study is to identify the main existing trends and emerging strategic lines of research with respect to the FC pedagogical model. To this end, a bibliometric study was carried out by analyzing the international scientific production found in the Web of Science (WoS) database. A total of 2,194 articles were reviewed during the period from 2007 to 2021. The results showed an increase in publications on FC from 2013 onwards, reaching a significant peak in the scientific literature in the last 2 years. Scientific evidence is presented on the didactic virtue of the model, together with the increase in the degree of student satisfaction and motivation. New lin...
Flipped Classroom Educational Model (2010-2019): A Bibliometric Study
European Journal of Educational Research, 2020
Nowadays, teaching and learning activity employing the flipped classroom model has an important position in the process of providing education. This research aimed at identifying and analyzing articles examining the flipped classroom model that has been published in several reputable international journals issued in the 2010-2019 timeframe, which was conducted using bibliometric studies. The research was conducted using a 4-stages systematic mapping method: (1) searching for articles using the Publish or Perish application in the Scopus database, (2) classifying the articles for the bibliometric analysis, (3) checking and completing the metadata of those articles, and (4) conducting bibliometric analysis using VOSviewer application. The bibliometric analysis produced seven findings, as follows: (1) the trend of flipped classroom publications continued to increase from 2013-2019; (2) the ten most contributive journals has published 88 articles by 2019; (3) the ten most cited articles...