Empirical research of emerging trends and patterns across the flipped classroom studies using topic modeling
Tóm tắt
Từ khóa
Tài liệu tham khảo
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research and Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336
Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Giesinger, H., & Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. Austin: The New Media Consortium.
Adarkwah, M. A. (2021). I’m not against online teaching, but what about us?: ICT in Ghana post Covid-19. Education and Information Technologies, 26(2), 1665–1685. https://doi.org/10.1007/s10639-020-10331-z
Aggarwal, C. C., & Zhai, C. X. (2013). Mining text data. In Mining Text Data (Vol. 9781461432). https://doi.org/10.1007/978-1-4614-3223-4
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers and Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
Al-Shabibi, T. S., & Al-Ayasra, M. A. K. (2019). Effectiveness of the flipped classroom strategy in learning outcomes (bibliometric study). International Journal of Learning Teaching and Educational Research, 18(3), 96–127. https://doi.org/10.26803/ijlter.18.3.6
Al Mamun, M. A., Azad, M. A. K., Al Mamun, M. A., & Boyle, M. (2021). Review of flipped learning in engineering education: Scientific mapping and research horizon. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10630-z
Alvarez, K. S. (2021). Using virtual simulations in online laboratory instruction and active learning exercises as a response to instructional challenges during COVID-19. Journal of Microbiology & Biology Education, 22(1). https://doi.org/10.1128/jmbe.v22i1.2503
Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers and Education, 78, 227–236. https://doi.org/10.1016/j.compedu.2014.06.006
Barbour, C., & Schuessler, J. B. (2019). A preliminary framework to guide implementation of The Flipped Classroom Method in nursing education. In Nurse Education in Practice (Vol. 34, pp. 36–42). https://doi.org/10.1016/j.nepr.2018.11.001
Bergmann, J., & Sams, A. (2012). Before you flip, consider this. Phi Delta Kappan, 94(2), 25. https://doi.org/10.1177/003172171209400206
Blair, E., Maharaj, C., & Primus, S. (2016). Performance and perception in the flipped classroom. Education and Information Technologies, 21(6), 1465–1482. https://doi.org/10.1007/s10639-015-9393-5
Blei, D. M., & Lafferty, J. D. (2007). Correction: A correlated topic model of Science. The Annals of Applied Statistics, 1(2). https://doi.org/10.1214/07-aoas136
Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003). Latent Dirichlet allocation. Journal of Machine Learning Research. https://doi.org/10.1016/b978-0-12-411519-4.00006-9
Bolat, Y. (2016). The flipped classes and educatıon ınformatıon network (EIN) < p > Ters yüz edilmiş sınıflar ve eğitim bilişim ağı (EBA). Journal of Human Sciences, 13(2), 3373. https://doi.org/10.14687/jhs.v13i2.3952
Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1), 33–43.
Çakır, R., Sayın, V., & Bektaş, S. (2020). Bibliometric analysis of studies conducted between 2015–2019 on the flipped classroom model. International Journal of Research in Education and Science, 7(1), 163. https://doi.org/10.46328/ijres.1126
Chen, Y., Wang, Y., Kinshuk, & Chen, N. S. (2014). Is FLIP enough? or should we use the FLIPPED model instead? Computers and Education, 79, 16–27. https://doi.org/10.1016/j.compedu.2014.07.004
D’Souza, M. J., & Rodrigues, P. (2015). Investigating the effectiveness of the flipped classroom in an introductory programming course. New Educational Review, 40(2), 129–139. https://doi.org/10.15804/tner.2015.40.2.11
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580. https://doi.org/10.1007/s11423-013-9305-6
De Mauro, A., Greco, M., Grimaldi, M., & Ritala, P. (2018). Human resources for Big Data professions: A systematic classification of job roles and required skill sets. Information Processing and Management, 54(5), 807–817. https://doi.org/10.1016/j.ipm.2017.05.004
Elkhatat, A. M., & Al-Muhtaseb, S. A. (2021). Hybrid online-flipped learning pedagogy for teaching laboratory courses to mitigate the pandemic COVID-19 confinement and enable effective sustainable delivery: investigation of attaining course learning outcome. SN Social Sciences, 1(5). https://doi.org/10.1007/s43545-021-00117-6
Filiz, O., & Kurt, A. A. (2015). Flipped learning: Misunderstandings and the truth. Eğitim Bilimleri Araştırmaları Dergisi, 5(1), 215–229. https://doi.org/10.12973/jesr.2015.51.13
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Gaughan, J. E. (2014). The flipped classroom in world history. History Teacher, 47(2), 221–244. http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=94677349&lang=es&site=ehost-live. Accessed 23 May 2022.
Gurcan, F., & Cagiltay, N. E. (2019). Big data software engineering: analysis of knowledge domains and skill sets using LDA-Based Topic Modeling. IEEE Access: Practical Innovations, Open Solutions, 7, 82541–82552. https://doi.org/10.1109/ACCESS.2019.2924075
Gurcan, F., Ozyurt, O., & Cagiltay, N. E. (2021). Investigation of emerging trends in the e-learning field using latent dirichlet allocation. International Review of Research in Open and Distance Learning, 22(2), 1–18. https://doi.org/10.19173/irrodl.v22i2.5358
Haqiyah, A., Lubis, J., Tangkudung, J., Muhamad, M., Kusumawati, M., Lanos, M. E., & Riyadi, D. N. (2021). Flipped classroom model integrated with the online learning platform and video biomechanic analysis to enhance learning outcome of Pencak silat during the Covid-19 pandemic. Turkish Journal of Computer and Mathematics Education, 12(11), 1489–1494.
Hindle, A., Ernst, N. A., Godfrey, M. W., & Mylopoulos, J. (2013). Automated topic naming. Empirical Software Engineering, 18(6), 1125–1155.
Hu, Y., Boyd-Graber, J., Satinoff, B., & Smith, A. (2014). Interactive topic modeling. Machine Learning, 95(3), 423–469. https://doi.org/10.1007/s10994-013-5413-0
Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0
Jacot, M. T., Noren, J., & Berge, Z. L. (2014). The flipped classroom in training and development: fad or the future? Performance Improvement, 53(9), 23–28. https://doi.org/10.1002/pfi.21438
Johnson, L., Adams, S., & Cummins, M. (2012). NMC Horizon Report: 2012 K–12 Edition. New Media Consortium. https://files.eric.ed.gov/fulltext/ED532397.pdf. Accessed 14 May 2022.
Julia, J., Dolifah, D., Afrianti, N., Isrokatun, I., Soomro, K. A., Erhamwilda, E., Supriyadi, T., & Ningrum, D. (2020). Flipped classroom educational model (2010–2019): A bibliometric study. European Journal of Educational Research, 9(4), 1377–1392. https://doi.org/10.12973/eu-jer.9.4.1377
Kaisara, G., & Bwalya, K. J. (2020). Investigating the E-Learning Challenges Faced by Students during Covid-19 in Namibia. International Journal of Higher Education, 10(1), 308. https://doi.org/10.5430/ijhe.v10n1p308
Kang, J., Kim, S., & Roh, S. (2019). A topic modeling analysis for online news article comments on nurses’ workplace bullying. Journal of Korean Academy of Nursing, 49(6), 736–747. https://doi.org/10.4040/jkan.2019.49.6.736
Karabatak, S., & Polat, H. (2020). The effects of the flipped classroom model designed according to the ARCS motivation strategies on the students’ motivation and academic achievement levels. Education and Information Technologies, 25(3), 1475–1495. https://doi.org/10.1007/s10639-019-09985-1
Kardaş, F., & Yeşilyaprak, B. (2015). A current approach to education: flipped learning model. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 48(2), 103–122.
Kim, Y. M., Yoon, Y. S., Hong, H. C., & Min, A. (2019). Effects of a patient safety course using a flipped classroom approach among undergraduate nursing students: A quasi-experimental study. Nurse Education Today. https://doi.org/10.1016/j.nedt.2019.05.033
Kocabatmaz, H. (2016). The ideas of pre-service teachers regarding the “FilipPed Classroom Model”. Journal of Research in Education and Teaching, 5(4), 14–24.
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers and Education, 78, 160–173. https://doi.org/10.1016/j.compedu.2014.05.009
Kushairi, N., & Ahmi, A. (2021). Flipped classroom in the second decade of the Millenia: a Bibliometrics analysis with Lotka’s law. Education and Information Technologies, 26(4), 4401–4431. https://doi.org/10.1007/s10639-021-10457-8
Latorre-Cosculluela, C., Suárez, C., Quiroga, S., Sobradiel-Sierra, N., Lozano-Blasco, R., & Rodríguez-Martínez, A. (2021). Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills. Interactive Technology and Smart Education. https://doi.org/10.1108/ITSE-08-2020-0137
Lee, Y. Y., & Martin, K. I. (2020). The flipped classroom in ESL teacher education: An example from CALL. Education and Information Technologies, 25(4), 2605–2633. https://doi.org/10.1007/s10639-019-10082-6
Li, C., Feng, S., Zeng, Q., Ni, W., Zhao, H., & Duan, H. (2019). Mining dynamics of research topics based on the combined LDA and WordNet. IEEE Access: Practical Innovations, Open Solutions, 7, 6386–6399. https://doi.org/10.1109/ACCESS.2018.2887314
Mimno, D., Wallach, H. M., Talley, E., Leenders, M., & McCallum, A. (2011). Optimizing semantic coherence in topic models. EMNLP 2011 - Conference on Empirical Methods in Natural Language Processing, Proceedings of the Conference, 262–272
Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), 7–11.
Musib, M. K. (2014). Student perceptions of the impact of using the flipped classroom approach for an introductory-level multidisciplinary module. Centre for Development of Teaching Learning (CDTL Brief), 17(July), 15–20.
Nerantzi, C. (2020). The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 pandemic. International Journal of Management and Applied Research, 7(2), 184–195. https://doi.org/10.18646/2056.72.20-013
Ng, W. (2015). Technology integration and the flipped classroom. New digital technology in education. Cham: Springer. https://doi.org/10.1007/978-3-319-05822-1_7
Njie-Carr, V. P. S., Ludeman, E., Lee, M. C., Dordunoo, D., Trocky, N. M., & Jenkins, L. S. (2017). An integrative review of flipped classroom teaching models in nursing education. In Journal of Professional Nursing (Vol. 33, Issue 2, pp. 133–144). https://doi.org/10.1016/j.profnurs.2016.07.001
Özbay, Ö, & Çınar, S. (2021). Effectiveness of flipped classroom teaching models in nursing education: A systematic review. Nurse Education Today, 102, 104922. https://doi.org/10.1016/j.nedt.2021.104922
Özyurt, H., & Özyurt, Ö. (2018). Analyzing the effects of adapted flipped classroom approach on computer programming success, attitude toward programming, and programming self-efficacy. Computer Applications in Engineering Education, 26(6), 2036–2046. https://doi.org/10.1002/cae.21973
Özyurt, Ö, & Özyurt, H. (2017). Programlama ve algoritma öğretiminin ters yüz sinif yaklasimi ile zenginlestirilmesine yönelik nitel bir çalisma. Pegem Egitim ve Ogretim Dergisi, 7(2), 189–210. https://doi.org/10.14527/pegegog.2017.007
Özyurt, Ö., & Ayaz, A. (2022). Twenty-five years of education and information technologies: Insights from a topic modeling based bibliometric analysis. Education and Information Technologies, 1–30. https://doi.org/10.1007/s10639-022-11071-y
Parslow, G. R. (2012). Commentary: The Khan academy and the day-night flipped classroom. In Biochemistry and Molecular Biology Education (Vol. 40, Issue 5, pp. 337–338). https://doi.org/10.1002/bmb.20642
Paudel, P. (2020). Online education: benefits, challenges and strategies during and after COVID-19 in higher education. International Journal on Studies in Education, 3(2), 70–85. https://doi.org/10.46328/ijonse.32
Pozo-Sánchez, S., López-Belmonte, J., Fuentes-Cabrera, A., & López-Núñez, J. A. (2021). Twitch as a techno-pedagogical resource to complement the flipped learning methodology in a time of academic uncertainty. Sustainability (Switzerland), 13(9). https://doi.org/10.3390/su13094901
Pyatt, K., & Sims, R. (2012). Virtual and physical experimentation in inquiry-based science labs: attitudes, performance and access. Journal of Science Education and Technology, 21(1), 133–147. https://doi.org/10.1007/s10956-011-9291-6
Rizun, M., & Strzelecki, A. (2020). Students’ acceptance of the covid-19 impact on shifting higher education to distance learning in Poland. International Journal of Environmental Research and Public Health, 17(18), 1–19. https://doi.org/10.3390/ijerph17186468
Ruiz de Miras, J., Balsas-Almagro, J. R., & García-Fernández, ÁL. (2022). Using flipped classroom and peer instruction methodologies to improve introductory computer programming courses. Computer Applications in Engineering Education, 30(1), 133–145. https://doi.org/10.1002/cae.22447
Scopus. (2022a). Content Coverage. https://www.elsevier.com/solutions/scopus/how-scopus-works/content?dgcid=RN_AGCM_Sourced_300005030. Accessed 2 Jun 2022.
Scopus. (2022b). https://blog.scopus.com//about. Accessed 2 Jun 2022.
Sever, G. (2014). The application of flipped learning model on individual violin lessons. Journal of Qualitative Research in Education, 2(2), 27–41. https://doi.org/10.14689/issn.2148-2624.1.3s2m
Shapran, O., & Shapran, O. (2019). Features of using «Flipped Learning» technology in higher education institutions. Professional Education: Methodology Theory and Technologies, 9, 226–243. https://doi.org/10.31470/2415-3729-2019-9-226-243
Singhal, R., Kumar, A., Singh, H., Fuller, S., & Gill, S. S. (2020). Digital device-based active learning approach using virtual community classroom during the COVID-19 pandemic. Computer Applications in Engineering Education. https://doi.org/10.1002/cae.22355
Sointu, E. T., Valtonen, T., Hirsto, L., Kankaanpää, J., Saarelainen, M., Mäkitalo, K., Smits, A., & Manninen, J. (2019). Teachers as users of ICT from the student perspective in higher education flipped classroom classes. Seminar net, 15(1), 1–15. https://doi.org/10.7577/seminar.3402
Stöhr, C., & Adawi, T. (2018). Flipped classroom research: From “black box” to “white box” evaluation. In Education Sciences (Vol.8, Issue 1). https://doi.org/10.3390/educsci8010022
Taşpolat, A., Özdamli, F., & Soykan, E. (2021). Programming language training with the flipped classroom model. SAGE Open, 11(2). https://doi.org/10.1177/21582440211021403
Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers and Education, 107, 113–126. https://doi.org/10.1016/j.compedu.2017.01.003
Touchton, M. (2015). Flipping the classroom and student performance in advanced statistics: evidence from a quasi-experiment. Journal of Political Science Education, 11(1), 28–44. https://doi.org/10.1080/15512169.2014.985105
Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2019.1584117
Turan, Z., & Goktas, Y. (2015). A new approach in higher education: the students’ views on flipped classroom method. Journal of Higher Education and Science, 5(2), 156. https://doi.org/10.5961/jhes.2015.118
Vivek, C. M., & Ramkumar, P. (2021). Evaluation of course outcome attainment of engineering course with traditional, blended and flipped classroom approaches. Education and Information Technologies, 26(2), 2225–2231. https://doi.org/10.1007/s10639-020-10353-7
Yang, L., Sun, T., & Liu, Y. (2017). A bibliometric investigation of flipped classroom research during 2000–2015. International Journal of Emerging Technologies in Learning, 12(6), 178–186. https://doi.org/10.3991/ijet.v12i06.7095
Yang, X. L., Lo, D., Xia, X., Wan, Z. Y., & Sun, J. L. (2016). What security questions do developers ask? A large-scale study of stack overflow posts. Journal of Computer Science and Technology, 31(5), 910–924. https://doi.org/10.1007/s11390-016-1672-0
Yen, T. F., & TF. (2020). The performance of online teaching for flipped classroom based on COVID-19 Aspect. Asian Journal of Education and Social Studies, 57–64. https://doi.org/10.9734/ajess/2020/v8i330229
Youhasan, P., Chen, Y., Lyndon, M., & Henning, M. A. (2021). Exploring the pedagogical design features of the flipped classroom in undergraduate nursing education: a systematic review. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00555-w
Yung, R., & Khoo-Lattimore, C. (2019). New realities: a systematic literature review on virtual reality and augmented reality in tourism research. In Current Issues in Tourism (Vol. 22, Issue 17, pp. 2056–2081). https://doi.org/10.1080/13683500.2017.1417359
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distance Learning, 17(3), 313–340. https://doi.org/10.19173/irrodl.v17i3.2274