Turnitin: Research Trends in Flipped Classroom Empirical Evidence from 2017 to 2018: A Content Analysis

Purpose – This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach – The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings – The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value – The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards

Research Trends in Flipped Classroom Empirical Evidence from 2017 to 2018: A Content Analysis

Purpose – This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach – The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings – The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value – The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards

Gamified Project-Based Learning: A Systematic Review of the Research Landscape

The information era puts higher requirements on current students’ learning methods to develop 21st-century skills. Project-based learning (PBL) and gamified learning have been two effective learning approaches, leading to an innovative exploration of combining both to improve learning outcomes. This study presents a systematic review of the literature published on “gamified PBL” (GPBL) over the past six years, focusing on GPBL approaches, learning outcomes, technical tools and theories. The results show that the gamified approaches of project-based learning can be divided into four types: gamify structure and procedure of PBL, gamify content of PBL, integrate prefabricated educational/serious games in PBL, and make a game as the activity of PBL. Most of the studies affirmed the positive effects of GPBL in enhancing students’ learning outcomes, especially for learning experience and motivation. Adopted techniques and theories in the reviewed studies were also summarized. In conclusion, we acquired four findings based on the discussion: the characteristics of GPBL are diverse; design-based learning are an innovative and creative method used in GPBL; studies of GPBL emphasized collection and description of the whole-process data; technical issues should be paid great attention to. In addition, a number of suggestions for future research are provided in this review

Micro-jet Pump for Micro-fluidic Systems

A novel micro-jet pump based on the principle of macroscopic jet pump are presented. The micro-jet pump can be used very easily for sampling in micro-fluidic systems under gas actuation. Vacuum suction mode provided by the pump can effectively decreases the formation of air bubbles and overcomes the interface tension between the liquid and solid wall in the micro-fluidic systems. Structurally the pump consists of a nozzle, a throat pipe and a pump chamber, which can be fabricated by means of silicon micro-machining technology. To obtain optimized parameters for the future designs, various pump configurations with different geometries were simulated through FLUENT, and the characteristics of the gas-actuated micro-jet pump was studied experimentally. The pump began to work at a threshold gas actuation pressure of 2kPa, which can be realized easily by a medical syringe.http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000248485801067&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=8e1609b174ce4e31116a60747a720701Engineering, Electrical & ElectronicNanoscience & NanotechnologyEICPCI-S(ISTP)

Fostering low-achieving students' productive disciplinary engagement through knowledge-building inquiry and reflective assessment

Supporting productive disciplinary engagement (PDE) in low-achieving students is an important but challenging goal in education. This study used a knowledge-building inquiry approach augmented by reflective assessment to facilitate low-achieving students' PDE. A quasi-experimental design method was employed to examine the effects of reflective assessment in supporting low-achieving students' PDE. The experimental class of tenth graders (n = 20) conducted inquiries in the visual arts in a knowledge-building design augmented by reflective assessment, while the comparison class of tenth graders (n = 14) conducted inquiries in a regular knowledge-building design without reflective assessment. This study lasted approximately 4 months and the primary data source was the online discourse. A comparative analysis of the knowledge-building discourse characteristics and the sequential patterns of the discourse moves revealed higher cognitive, emotional and epistemic engagement in the experimental class compared with the comparison class. Epistemic network analysis showed that reflective assessment facilitated low-achieving students' collective reflection, monitoring and regulation, as shown by their metacognitive discourse moves. Their metacognition further helped them to achieve higher levels of cognitive, emotional and epistemic engagement than the comparison class. This study provides insights into the connections between inquiry, engagement and assessment. Moreover, it has implications for designing technology-supported collaborative inquiry environments to support low-achieving students' engagement and higher-level skills. Practitioner notes What is already known about this topic Supporting low-achieving students' productive disciplinary engagement (PDE) is an important but challenging goal in education and limited research has focused on it. Knowledge-building inquiry design augmented by reflective assessment is promising in supporting low-achieving students' PDE. Little research has examined the effects of reflective assessment-augmented knowledge building inquiry on low-achieving students' PDE and the mechanism through which reflective assessment supports their PDE. What this paper adds Reflective assessment-augmented knowledge-building inquiry is effective in supporting low-achieving students' PDE. Portfolio-supported Reflective assessment in Knowledge Forum facilitated low-achieving students' enactment of collective reflection, monitoring and regulation, and these metacognitive processes further helped low-achieving students to achieve higher levels of cognitive, emotional and epistemic engagement. This study provides insights into the connections between inquiry, engagement, and assessment. Implications for practice and/or policy It is crucial to create a collaborative and reflective community culture to help low-achieving students gradually gain agency. It is critical to help low-achieving students to develop a productive belief that idea improvement and reflection is a continuous and iterative process. The effectiveness of reflective assessment requires face-to-face knowledge-building discussion and collaborative reflection opportunities scaffolded by assessment tools and analytics that encourage low-achieving students to engage in meta-level discussion

Data from: Non-destructive geographical traceability of sea cucumber (Apostichopus japonicus) using near infrared spectroscopy combined with chemometric methods

Sea cucumber is the major tonic seafood worldwide, and geographical origin traceability is an important part of its quality and safety control. In this work, a non-destructive method for origin traceability of sea cucumber (Apostichopus japonicus) from northern China Sea and East China Sea using near infrared spectroscopy (NIRS) and multivariate analysis methods was proposed. Total fat contents of 189 fresh sea cucumber samples were determined and partial least squares (PLS) regression was used to establish the quantitative NIRS model. The ordered predictors selection (OPS) algorithm was performed to select feasible wavelength regions for the construction of PLS and identification models. The identification model was developed by the principal component analysis combined with Mahalanobis distance (PCA-MD) and Scaling to the first range algorithms. In the test set of the optimum PLS models, the root mean square errors of prediction (RMSEP) was 0.45, and correlation coefficients (R2) was 0.90. The correct classification rates of 100% were obtained both in identification calibration model and test model. The overall results indicated that NIRS method combined with chemometric analysis was a suitable tool for origin traceability and identification of fresh sea cucumber samples from nine origins in China