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Online learning spaces have various features that can support teacher-student interaction in online learning contexts. In this study, a preliminary model was developed by analyzing the principles underlying the interaction between teachers and students and the support features of online learning spaces. Then, the interaction model was refined and validated in three rounds of teaching practice involving 31 college students. A real-time dynamic artificial intelligence analysis system was used to analyze the teacher-student interaction during three rounds of design-based research. The results showed that the model significantly fostered students’ engagement during the interaction. Moreover, students significantly improved their final exam scores and their innovative problem-solving ability after the intervention.\n",{"EN":173},"Design and effects of the teacher-student interaction model in the online learning spaces",{"VOID":175},"[\"12517655963873402558\"]",{"VOID":177},"Cao, Y. Y. (2008). Research on the construction of the index system of college students' innovation ability. Thesis. Wuhan University of Technology.\nCostley, J. (2020). Using cognitive strategies overcomes cognitive load in online learning environments. Interactive Technology and Smart Education, 17(2), 215–228. https:\u002F\u002Fdoi.org\u002F10.1108\u002FITSE-09-2019-0053\nDobrotina, I. N., Erokhina, E. L., Ivanova, S. V., & Nikulchev, E. V. (2016). Paradigm of the student-teacher relationship in the modern educational environment. In: ShS Web of Conferences, 29 (01017). https:\u002F\u002Fdoi.org\u002F10.1051\u002Fshsconf\u002F20162901017\nDong, A., Jong, M. S. Y., & King, R. B. (2020). How does prior knowledge influence learning engagement? The mediating roles of cognitive load and help-seeking. Frontiers in Psychology, 11, 591203. https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffpsyg.2020.591203\nGarton, S. (2012). Speaking out of turn? Taking the initiative in teacher-fronted classroom interaction. Classroom Discourse, 3(1), 29–45. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.system.2020.102244\nJin, X. Q., Jiang, Q., & Zhao, W. (2021). Research on academic early warning and intervention in online learning spaces: Dynamics, key issues and innovative applications. Modern Educational Technology, 06, 79–87.\nSong, J., Feng, J. B., & Qu, K. C. (2020). Research on the influence of teacher-student interaction on deep learning in online teaching. China Educational Technology, 11, 60–66.\nSybing, R. (2021). Examining dialogic opportunities in teacher-student interaction: an ethnographic observation of the language classroom. Learning Culture and Social Interaction, 28(4), 100492. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.lcsi.2021.100492\nTaghizade, A., Hatami, J., Noroozi, O., Farrokhnia, M., & Hassanzadeh, A. (2020). Fostering learners’ perceived presence and high-level learning outcomes in online learning environments. Education Research International, 2020(1), 1–9. https:\u002F\u002Fdoi.org\u002F10.1155\u002F2020\u002F6026231\nThai, N. T. T., Wever, B. D., & Valcke, M. (2020). Face-to-face, blended, flipped, or online learning environment? impact on learning performance and student cognitions. Journal of Computer Assisted Learning. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fjcal.12423\nTorrance, E. P. (1972). Can we teach children to think creatively? Journal of Creative Behavior, 6, 114–143.\nXie, Y. R. (2009) Research on the model of collaborative knowledge construction in network classroom. Southwest University\nXie, Y. R., & Li, K. D. (2017). Basic research methods in educational technology. Higher Education Press.\nXie, Y. R., Wu, L. H., Li, H. J., Guo, L. K., Huang, Y. Y., Xiao, L., & Yang, Y. (2016). Construction and application of the generative intelligent learning environment: Case study of electronic schoolbag. Journal of South China Normal University (natural Science Edition), 01, 126–132.\nYang, P., Fan, B., & Xiao, H. H. (2021a). Research on online and offline hybrid teaching mode based on “Biochemistry” online learning space. Modern Salt and Chemical Industry, 04, 152–153. https:\u002F\u002Fdoi.org\u002F10.19465\u002Fj.cnki.2095-9710.2021.04.069\nYang, Y. H., Dong, R., Zhang, Z. H., Zhang, Y. Y., & Zhang, X. (2021b). The construction and application of Learning in Zhejiang University online learning space–Exploration of online learning platform construction in the era of epidemic. Modern Educational Technology, 01, 105–111.\nYe, Z., & Pang, L. J. (2001). The nature and characteristics of teacher-student interaction. Educational Research, 04, 30–34.\nYuan, J., & Ou, H. H. (2011). S-T analysis of classroom teaching. In: 2011 6th International Conference on Computer Science & Education (ICCSE), pp. 136–140, https:\u002F\u002Fdoi.org\u002F10.1109\u002FICCSE.2011.6028602\nZhang, J. H. (2019). The current situation and effect of teacher-student interaction in college teaching. 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involved in instructional technology in higher education are urged to view instructional technology as a means of improving academic productivity. Instructional technology has been used for over forty years to analyze instructional problems and design solutions that reduce costs and improve learning outcomes. The Pew Program in Course Redesign is the most recent program that has yielded a number of case examples of how contemporary instructional technology has improved academic productivity.",{"EN":341},"Instructional technology must contribute to productivity",{"VOID":343},"[\"17585396366185079045\"]",{"VOID":345},"Banathy, B. (1968). Instructional systems. Palo Alto, CA: Fearon.\nBichelmeyer, B., & Molenda, M. (2006). Issues and trends in instructional technology: Gradual growth atop Tectonic Shifts. In M. Orey, J. McClendon, & R. M. Branch (Eds.), Educational media and technology yearbook 2006 (Vol. 31, pp. 3–32). Englewood, CO: Libraries Unlimited.\nBosworth, B. (2005). Productivity in education and the growing gap with service industries. In M. Devlin, R. C. Larson, & J. W. Meyerson (Eds.), The internet and the university: Forum (pp. 61–74). Boulder, CO: EDUCAUSE.\nBrinkerhoff, R. O., & Dressler, D. E. (1990). Productivity measurement: A guide for managers and evaluators. Thousand Oaks, CA: Sage.\nDale, E. (1946). Audio-visual methods in teaching. New York: The Dryden Press.\nDaniel, J. (1999, April). Technology is the answer: What was the question? Presentation at TechEd99, Ontario, CA. Retrieved January 10, 2009, from http:\u002F\u002Fwww.open.ac.uk\u002Fjohndanielspeeches\u002Fteched99.htm.\nDiamond, R. M. (1980). The Syracuse model for course and curriculum design, implementation, and evaluation: Symposium on ID models—1. Journal of Instructional Development, 4(2), 19–23.\nEllson, D. G. (1986). Improving the productivity of teaching: 125 exhibits. Bloomington, IN: Phi Delta Kappa.\nGraves, W. H. (2005). Improving institutional performance through IT-enabled innovation. EDUCAUSE Review, 40(6), 79–98.\nHanushek, E. A. (1986). The economics of schooling: Production and efficiency in public schools. Journal of Economic Literature, 24, 1141–1177.\nHartman, J. L. (2008). Moving teaching and learning with technology from adoption to transformation. EDUCAUSE Review, 43(6), 24–25.\nHeilbroner, R., & Thurow, L. (1998). Economics explained: Everything you need to know about how the economy works and where it’s going (4th ed.). New York: Touchstone.\nHeinich, R. (1967). Keynote address. In Summary report of the thirteenth lake okoboji educational media leadership conference, Lake Okoboji, Milford, Iowa.\nHeinich, R. (1984). The proper study of instructional technology. Educational Communications and Technology Journal, 32(2), 67–87.\nHeinich, R., Molenda, M., & Russell, J. D. (1989). Instructional media and the new technologies of instruction (3rd ed.). New York: John Wiley & Sons.\nKeller, F. S. (1968). Goodbye teacher… Journal of Applied Behavior Analysis, 1, 78–79.\nKulik, J. A., Kulik, C. L., & Smith, B. B. (1976). Research on the personalized system of instruction. Programmed Learning and Educational Technology, 13, 23–30.\nMager, R. F. (1977, October). The ‘winds of change.’ Training and Development Journal, 12–20.\nMassy, W. F., & Zemsky, R. (1995). Using information technology to enhance academic productivity, Educom NLII white paper. Retrieved January 6, 2009, from http:\u002F\u002Fwww.educause.edu\u002Fir\u002Flibrary\u002Fhtml\u002Fnli0004.html.\nMcConnell, C. R., & Brue, S. L. (2002). Economics: Principles, problems, and policies (15th ed.). New York: McGraw-Hill College.\nMolenda, M. (2004). Issues and trends in instructional technology: Bad economy slows technology investment. In M. Orey, M. A. Fitzgerald, & R. M. Branch (Eds.), Educational media and technology yearbook 2004 (Vol. 29, pp. 3–22). Englewood, CO: Libraries Unlimited.\nMolenda, M. (2010). Origins and evolution of instructional systems design, Chapter 1. In K. H. Silber, & R. Foshay (Eds.), Handbook of training and improving workplace performance, Volume 1. instructional design and training delivery. New York: John Wiley\u002FPfeiffer.\nMolenda, M., & Bichelmeyer, B. (2005). Issues and trends in instructional technology: Slow growth as economy recovers. In M. Orey, J. McClendon, & R. M. Branch (Eds.), Educational media and technology yearbook 2005 (Vol. 30, pp. 3–28). Englewood, CO: Libraries Unlimited.\nMolenda, M., & Harris, P. (2001). Issues and trends in instructional technology. In R. M. Branch & M. A. Fitzgerald (Eds.), Educational media and technology yearbook 2001 (Vol. 26, pp. 3–15). Englewood, CO: Libraries Unlimited.\nMolenda, M., & Pershing, J. A. (2008). Improving performance. Chapter 3. In M. Molenda & A. Januszewski (Eds.), Educational technology: A definition with commentary (pp. 49–80). New York: L. Erlbaum Associates.\nMolenda, M., Russell, J. D., & Smaldino, S. (1998). Trends in media and technology in education and training. In R. M. Branch & M. A. Fitzgerald (Eds.), Educational media and technology yearbook 1998 (Vol. 23, pp. 3–14). Englewood, CO: Libraries Unlimited.\nMolenda, M., & Sullivan, M. (2000). Issues and trends in instructional technology. In R. M. Branch & M. A. Fitzgerald (Eds.), Educational media and technology yearbook 2000 (Vol. 25, pp. 3–13). Englewood, CO: Libraries Unlimited.\nMolenda, M., & Sullivan, M. (2002). Issues and trends in instructional technology: Hitting the plateau. In M. A. Fitzgerald, M. Orey, & R. M. Branch (Eds.), Educational media and technology yearbook 2002 (Vol. 27, pp. 3–18). Englewood, CO: Libraries Unlimited.\nMolenda, M., & Sullivan, M. (2003). Issues and trends in instructional technology: Treading water. In M. A. Fitzgerald, M. Orey, & R. M. Branch (Eds.), Educational media and technology yearbook 2003 (Vol. 28, pp. 3–20). Englewood, CO: Libraries Unlimited.\nMonk, D. H. (2003). Efficiency in education. In J. W. Guthrie (Ed.), Encyclopedia of education (2nd ed.). New York: Macmillan Reference.\nNas, T. F. (1996). Cost-benefit analysis: Theory and application. Thousand Oaks, CA: Sage.\nNational Center for Academic Transformation. (2009). Program in course redesign: Virginia Tech. Retrieved January 28, 2009, from http:\u002F\u002Fwww.center.rpi.edu\u002FPCR\u002FR1\u002FVT\u002FVT_Overview.htm.\nPostlethwait, S. N. (1968). Audio-tutorial system. Journal of Animal Science, 27, 938–940.\nPostlethwait, S. N., Novak, J., & Murray, H. (1972). The audio-tutorial approach to learning. Minneapolis: Burgess.\nSaba, F. (2002, May 3). Connecting the dots: Cost of higher education, reduced resources. Distance-Educator.com. Retrieved May 15, 2002, from http:\u002F\u002Fwww.distance-educator.com\u002Fsaba\u002Fmodules.\nSchwartz, A. E., & Stiefel, L. (2001). Measuring school efficiency: Lessons from economics, implications for practice. In D. H. Monk, H. J. Walberg, & M. Wang (Eds.), Improving educational productivity (pp. 115–138). Greenwich, CT: Information Age Publishing.\nTwigg, C. A. (2000). Course readiness criteria: Identifying targets of opportunity for large-scale redesign. EDUCAUSE Review, 35(3), 41–49.\nTwigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. 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this investigation we assessed whether different formats of media (video, text, and video + text) influenced participants’ engagement, cognitive processing and recall of non-fiction cases of people diagnosed with HIV\u002FAIDS. For each of the cases used in the study, we designed three informationally-equivalent versions: video, text, and video + text. Thirty participants experienced one version in each format, thought aloud as they read or viewed the case, discussed their reactions to the stories during an interview, and completed an affective and engagement survey. Participants were again interviewed 6 weeks later to assess their memory for the cases. Results from protocol analysis indicate that the video and video + text versions of the stories led to higher levels of both engagement and sympathy with the characters, and recall of particular information; however, interactions between medium and content were important. We argue the main benefit of video lies in engaging students emotionally in the content.",{"EN":431},"If a picture is worth a thousand words is video worth a million? Differences in affective and cognitive processing of video and text cases",{"VOID":433},"[\"14539568858143321753\"]",{"VOID":435},"Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. New York: Teachers College Press.\nAshcraft, M. (1989). Human memory and cognition. Glenview, IL: Scott, Foresman and Company.\nBaggett, P. (1979). Structurally equivalent stories in movie and text and the effect of the medium on recall. Journal of Verbal Learning and Verbal Behavior, 18, 333–356.\nBirdwhistell, R. L. (1970). Kinesics and context: Essays on body motion communication. Philadelphia: University of Pennsylvania Press.\nBrophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34, 75–85.\nBrophy, J. (2004). Motivating students to learn (2nd ed.). Boston, MA: McGraw Hill.\nClark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445–459.\nClark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21–29.\nClark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3, 149–210.\nCody, R., & Lee, C. (1990). Behaviors, beliefs, and intentions in skin cancer prevention. Journal of Behavioral Medicine, 13(4), 373–389.\nDewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: MacMillan.\nField, A. (2009). Discovering statistics using SPSS. Thousand Oaks, CA: Sage Publication.\nHidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549–572.\nJennings, T. (2007). Addressing diversity in US teacher preparation programs: A survey of elementary and secondary programs’ priorities and challenges from across the United States of America. Teaching and Teacher Education, 23, 1258–1271.\nKintsch, W., & van Dijk, T. (1975). Recalling and summarizing stories. Language, 40, 98–116.\nKoehler, M. J., Yadav, A., Phillips, M. M., & Cavazos-Kottke, S. C. (2005). What is video good for? Examining how media and story genre interact. Journal of Educational Multimedia and Hypermedia, 14(3), 249–272.\nKozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7–19.\nLewalter, D. (2003). Cognitive strategies for learning from static and dynamic visuals. Learning and Instruction, 13(2), 177–189.\nLundeberg, M. A. (1987). Metacognitive aspects of reading comprehension: Studying understanding in legal case analysis. Reading Research Quarterly, 22(4), 407–432.\nMachula, R. S. (1978). Media and affect: A comparison of video-tape, audio-tape, and print. Journal of Educational Technology Systems, 7(2), 167–185.\nMandler, G. (1967). Organization and memory. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation: Advances in research and theory (pp. 327–372). New York: Academic Press.\nMayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187–198.\nMayer, R. E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., et al. (2009). Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes. Contemporary Educational Psychology, 34, 51–57.\nMayer, R. E., & Wittrock, M. C. (2006). Problem solving. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 287–304). Mahwah, NJ: Erlbaum.\nMoreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358–368.\nOsgood, C. E., Suci, G., & Tannenbaum, P. (1957). The measurement of meaning. Urbana, IL: University of Illinois Press.\nPaivio, A. (1990). Mental representations: A dual coding approach. New York: Oxford University Press.\nPiaget, J. (1981). Intelligence and affectivity: Their relationship during child development. Annual Reviews Monograph. Palo Alto, CA: Annual Reviews.\nPizarro, D. A., & Salovey, P. (2002). On being and becoming a good person: The role of emotional intelligence in moral development and behavior. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 247–266). San Diego: Academic Press.\nPressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.\nReffel, J. (1997). Cued vs. free recall in long-term memory of the fifty United States. Current Psychology, 16(3), 308–315. doi:10.1007\u002Fs12144-997-1004-1.\nSadoski, M., Goetz, E. T., & Rodriguez, M. (2000). Engaging texts: Effects of concreteness on comprehensibility, interest, and recall in four text types. Journal of Educational Psychology, 92, 85–95.\nSinatra, G. M., Linnenbrink-Garcia, L., Pugh, K. J., Hofer, B., DeLisi, A., Lan, C. F., Broughton, S. H., Muis, K. R., Franco, G., Kendeou, P., & Behrens, S. F. (2009). Controversial conceptual change: The role of emotions, interest and epistemic beliefs. Symposium presented at the American Educational Research Conference, San Diego, CA.\nStrauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage Publications.\nSweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185–233.\nUNAIDS: Joint United Nations Programme on HIV\u002FAIDS. (2008). Report on the global AIDS epidemic. Retrieved April 22, 2009 from the UNAIDS Web site: http:\u002F\u002Fwww.unaids.org\u002Fen\u002FKnowledgeCentre\u002FHIVData\u002FGlobalReport\u002F2008\u002F2008_Global_report.asp.",{"VOID":437},"10.1007\u002Fs12528-011-9042-y","2024-06-25T17:24:55.278+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs12528-011-9042-y",[441,458,475,490,503,518],{"id":442,"sortIndex":21,"researcher":20,"roles":443,"affiliations":444,"properties":453,"displayName":455,"givenName":20,"familyName":20},"4967f035-b2e5-44ab-9c5c-fccc7e1eb159",[189],[445],{"id":446,"sortIndex":21,"affiliation":447,"properties":20},"bd54ad97-bd8e-4a38-b495-5b320595df97",{"id":446,"createTime":20,"updateTime":20,"relativeEntities":448,"slug":20,"properties":449,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":452,"statistic":20},[],{"title":450},{"VI":451},"Department of Educational Studies, Purdue University, West Lafayette, USA",[],{"title":454,"gsAuthor":456},{"VI":455},"Aman Yadav",{"VOID":457},"[\"E_kmtUQAAAAJ\"]",{"id":459,"sortIndex":204,"researcher":20,"roles":460,"affiliations":461,"properties":470,"displayName":472,"givenName":20,"familyName":20},"d0974d51-5bfc-4c90-915e-f3f82b0c1f07",[189],[462],{"id":463,"sortIndex":21,"affiliation":464,"properties":20},"acdd4933-b85a-4b5a-89d2-805d25d5415f",{"id":463,"createTime":20,"updateTime":20,"relativeEntities":465,"slug":20,"properties":466,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":469,"statistic":20},[],{"title":467},{"VI":468},"School of Psychological Sciences, University of Northern Colorado, Greeley, USA",[],{"title":471,"gsAuthor":473},{"VI":472},"Michael M. 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Lundeberg",{"id":491,"sortIndex":114,"researcher":20,"roles":492,"affiliations":493,"properties":500,"displayName":502,"givenName":20,"familyName":20},"ad20714a-e66b-4ecf-942b-9a082af132db",[189],[494],{"id":480,"sortIndex":21,"affiliation":495,"properties":20},{"id":480,"createTime":20,"updateTime":20,"relativeEntities":496,"slug":20,"properties":497,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":499,"statistic":20},[],{"title":498},{"VI":485},[],{"title":501},{"VI":502},"Matthew J. Koehler",{"id":504,"sortIndex":117,"researcher":20,"roles":505,"affiliations":506,"properties":515,"displayName":517,"givenName":20,"familyName":20},"7f2d2bf1-d75f-455d-9cf8-4b61c78d3250",[189],[507],{"id":508,"sortIndex":21,"affiliation":509,"properties":20},"0cc71e0f-0671-49dd-85cc-2d5a55eb4ad0",{"id":508,"createTime":20,"updateTime":20,"relativeEntities":510,"slug":20,"properties":511,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":514,"statistic":20},[],{"title":512},{"VI":513},"School of Teacher Education & Leadership, Radford University, Radford, USA",[],{"title":516},{"VI":517},"Katherine Hilden",{"id":519,"sortIndex":261,"researcher":20,"roles":520,"affiliations":521,"properties":530,"displayName":532,"givenName":20,"familyName":20},"437a5b94-379a-4de5-acd0-ed15c6f37060",[189],[522],{"id":523,"sortIndex":21,"affiliation":524,"properties":20},"7af14f23-f2e5-4d0a-b25e-2263a2ecba62",{"id":523,"createTime":20,"updateTime":20,"relativeEntities":525,"slug":20,"properties":526,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":529,"statistic":20},[],{"title":527},{"VI":528},"Department of Teacher Education & Professional Development, Central Michigan University, Mount Pleasant, USA",[],{"title":531},{"VI":532},"Kathryn H. Dirkin",{"url":439,"publisher":534,"properties":575},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":535,"slug":10,"properties":536,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":539,"manageAffiliations":544,"indexDatabases":555,"url":20,"thumbnailPath":20,"statistic":570,"gsStatistic":20,"type":158,"analyzePriority":20},[],{"issn":537,"title":538},{"VOID":13},{"EN":15},[540],{"id":24,"createTime":20,"updateTime":20,"relativeEntities":541,"label":542,"description":543,"parentId":20,"standard":20,"scholarHubFieldId":20},[],{"EN":27,"VI":28},{},[545,550],{"id":32,"createTime":20,"updateTime":20,"relativeEntities":546,"slug":20,"properties":547,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":549,"statistic":20},[],{"title":548},{"EN":36},[],{"id":39,"createTime":20,"updateTime":20,"relativeEntities":551,"slug":20,"properties":552,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":554,"statistic":20},[],{"title":553},{"EN":43},[45],[556,563],{"id":48,"indexDatabase":557,"url":61,"indexYears":20,"academicFieldIds":562,"indexDatabaseRanking":20},{"id":50,"createTime":20,"updateTime":20,"relativeEntities":558,"label":559,"description":560,"key":57,"publicationTags":561,"standard":20},[],{"EN":53,"VI":53},{"EN":55,"VI":56},[59,60],[63],{"id":65,"indexDatabase":564,"url":76,"indexYears":77,"academicFieldIds":569,"indexDatabaseRanking":80},{"id":67,"createTime":20,"updateTime":20,"relativeEntities":565,"label":566,"description":567,"key":73,"publicationTags":568,"standard":20},[],{"EN":70,"VI":70},{"EN":70,"VI":72},[75],[79],{"impactFactor":21,"impactFactorByYear":571,"i10Index":95,"i10IndexLast5Year":96,"totalPublication":97,"totalPublicationByYear":572,"totalCitation":115,"totalCitationByYear":573,"totalCitationPerPublication":133,"totalCitationPerPublicationByYear":574,"hindexLast5Year":102,"hindex":102},{"2012":83,"2013":84,"2014":85,"2015":86,"2016":87,"2017":88,"2018":89,"2019":90,"2020":91,"2021":92,"2022":93,"2023":94},{"1989":99,"1990":100,"1991":101,"1992":100,"1993":102,"1994":101,"1995":101,"1996":101,"1997":103,"1998":104,"1999":101,"2000":105,"2001":96,"2002":106,"2003":96,"2004":107,"2005":106,"2006":108,"2007":99,"2008":107,"2009":100,"2010":100,"2011":101,"2012":106,"2013":100,"2014":101,"2015":104,"2016":102,"2017":109,"2018":110,"2019":111,"2020":112,"2021":113,"2022":111,"2023":95,"2024":114},{"1991":114,"1992":96,"1995":109,"1996":117,"2000":118,"2001":114,"2002":104,"2003":119,"2004":120,"2005":111,"2006":121,"2008":122,"2009":102,"2010":123,"2011":124,"2012":125,"2014":126,"2015":127,"2017":128,"2018":95,"2019":129,"2020":130,"2021":131,"2022":110,"2023":132},{"1991":89,"1992":135,"1995":136,"1996":137,"2000":138,"2001":139,"2002":140,"2003":132,"2004":141,"2005":142,"2006":143,"2008":144,"2009":145,"2010":146,"2011":147,"2012":148,"2014":149,"2015":150,"2017":151,"2018":152,"2019":153,"2020":154,"2021":155,"2022":156,"2023":157},{"pages":576,"volume":578},{"VOID":577},"15-37",{"VOID":579},"23",{"total":21,"publishYear":581,"statisticByYear":582},2011,{},"2011-02-11","2026-07-11T17:37:27.667+00:00",[59,80],{"id":587,"createTime":588,"updateTime":589,"relativeEntities":590,"slug":591,"properties":592,"entityType":180,"verifyStatus":181,"verifyTime":605,"verifyNote":183,"languages":20,"translateLanguages":20,"viewCount":21,"primaryUrl":606,"fullTextUrl":20,"authors":607,"publicationType":275,"publisherRelationship":663,"citationCount":21,"citationInfo":705,"publishDate":708,"publishYear":706,"citationAnalyzeStatus":19,"lastCitationAnalyze":589,"indexDatabases":709,"openAccess":20,"references":20,"isForceReanalyzing":330},"efcbe32a-2dba-4cc5-8091-6ab105c02682","2024-04-06T16:09:40.505+00:00","2026-04-08T07:44:36.037+00:00",[],"The-flipped-classroom-first-time-student-preparatory-activity-patterns-and-their-relation-to-course-performance-and-self-regulation",{"abstract":593,"title":595,"gsPaper":597,"keywords":599,"references":601,"doi":603},{"EN":594},"In the flipped classroom, students engage in preparatory activities to study the course materials prior to attending teacher-guided sessions. Students’ success in the flipped classroom is directly related to their preparation and students tend to change their preparation activity over time. Few studies have investigated why students change their preparation activity. Therefore, we address this gap by first clustering university students (N = 174) enrolled in a flipped course for the first time based on their preparatory activities at three time points. We identified distinct preparatory activity patterns by computing changes in cluster membership. Next, we compared students’ preparatory activity patterns in course performance, motivation, and self-regulation. The temporal investigation of activity patterns provided important insights into how preparation (or lack thereof) at different phases relates to course performance. Intensive preparation only at the beginning of the course was related to significantly worse course performance whereas preparation only in the middle of the course was related to higher course performance. Students who performed intensively during the course had significantly higher course performance, higher intrinsic motivation at the beginning, and higher self-regulation (in particular, time management) in the middle of the course than students showing lower activity during preparation. Our findings provide important implications for future research and educational practice, particularly for students transitioning to flipped classroom learning for the first time.",{"EN":596},"The flipped classroom: first-time student preparatory activity patterns and their relation to course performance and self-regulation",{"VOID":598},"[\"2304868519576740072\"]",{"EN":600},"",{"VOID":602},"Abeysekera, L., & Dawson, P. (2015). 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International Society for Technology in Education.\nBishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In: ASEE National Conference Proceedings, Atlanta, GA, pp. 1–18.\nBoevé, A. J., Meijer, R. R., Bosker, R. J., Vugteveen, J., Hoekstra, R., & Albers, C. J. (2017). Implementing the flipped classroom: An exploration of study behaviour and student performance. Higher Education, 74(6), 1015–1032. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10734-016-0104-y\nBossaer, J. B., Panus, P., Stewart, D. W., Hagemeier, N. E., & George, J. (2016). Student performance in a pharmacotherapy oncology module before and after flipping the classroom. American Journal of Pharmaceutical Education, 80(2), 31. https:\u002F\u002Fdoi.org\u002F10.5688\u002Fajpe80231\nChen, F., Lui, A. M., & Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51(6), 585–597. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fmedu.13272\nCheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 67, 793–824. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11423-018-9633-7\nDebbağ, M., & Yıldız, S. (2021). Effect of the flipped classroom model on academic achievement and motivation in teacher education. Education and Information Technologies, 26, 3057–3076. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10639-020-10395-x\nDeci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well being. American Psychologist, 55, 68–78. https:\u002F\u002Fdoi.org\u002F10.1037\u002F\u002F0003-066x.55.1.68\nDeci, E., Vallerand, R., Pelletier, L., & Ryan, R. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325–346. https:\u002F\u002Fdoi.org\u002F10.1207\u002Fs15326985ep2603&4_6\nDel Valle, R., & Duffy, T. M. (2009). Online learning: Learner characteristics and their approaches to managing learning. Instructional Science, 37, 129–149. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11251-007-9039-0\nDenny, P., Hamer, J., Luxton-Reilly, A., & Purchase, H. (2008). PeerWise: students sharing their multiple choice questions. In Proceeding of the Fourth International Workshop on Computing Education Research (pp. 51–58), Sydney, Australia https:\u002F\u002Fdoi.org\u002F10.1145\u002F1404520.1404526\nElliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519. https:\u002F\u002Fdoi.org\u002F10.1037\u002F0022-3514.80.3.501\nEstes, M. D. (2014). A review of flipped classroom research, practice, and technologies. International HETL Review, 4(7), 1.\nGašević, D., Jovanović, J., Pardo, A., & Dawson, S. 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Cell Biology Education, 14, 1–8. https:\u002F\u002Fdoi.org\u002F10.1187\u002Fcbe.15-02-0040\nGuay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of situational intrinsic and extrinsic motivation: The situational motivation scale (SIMS). Motivation and Emotion, 24, 175–213. https:\u002F\u002Fdoi.org\u002F10.1023\u002Fa:1005614228250\nHan, J., Pei, J., & Kamber, M. (2011). Data mining: Concepts and techniques. Elsevier.\nHarrington, S. A., Bosch, M. V., Schoofs, N., Beel-Bates, C., & Anderson, K. (2015). Quantitative outcomes for nursing students in a flipped classroom. Nursing Education Perspectives, 36(3), 179–181. https:\u002F\u002Fdoi.org\u002F10.5480\u002F13-1255\nHew, K. F., Bai, S., Dawson, P., & Lo, C. K. (2021). Meta-analyses of flipped classroom studies: A review of methodology. Educational Research Review, 33, 100393. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.edurev.2021.100393\nHuang, A. Y., Lu, O. H., & Yang, S. J. (2023). Effects of artificial Intelligence-Enabled personalized recommendations on learners’ learning engagement, motivation, and outcomes in a flipped classroom. Computers Education, 194, 104684. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2022.104684\nJansen, R. S., van Leeuwen, A., Janssen, J. J. H. M., Kester, L., & Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education, 29, 6–27. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs12528-016-9125-x\nJärvenoja, H., Järvelä, S., & Malmberg, J. (2015). Understanding regulated learning in situative and contextual frameworks. Educational Psychologist, 50, 204–219. https:\u002F\u002Fdoi.org\u002F10.1080\u002F00461520.2015.1075400\nJong, M. S. Y. (2019). To flip or not to flip: Social science faculty members’ concerns about flipping the classroom. Journal of Computing in Higher Education, 31, 391–407. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs12528-019-09217-y\nJovanović, J., Gašević, D., Dawson, S., Pardo, A., & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education, 33, 74–85. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.iheduc.2017.02.001\nKnight, S., Wise, A. F., & Chen, B. (2017). Time for change: Why learning analytics needs temporal analysis. Journal of Learning Analytics, 4, 7–17. https:\u002F\u002Fdoi.org\u002F10.18608\u002Fjla.2017.43.2\nKovanović, V., Gašević, D., Joksimović, S., Hatala, M., & Adesope, O. (2015). Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions. The Internet and Higher Education, 27, 74–89. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.iheduc.2015.06.002\nLage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A Gateway to creating an inclusive learning environment. The Journal of Economic Education, 31, 30–43. https:\u002F\u002Fdoi.org\u002F10.2307\u002F1183338\nLai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers Education, 100, 126–140. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2016.05.006\nLust, G., Collazo, N. A. J., Elen, J., & Clarebout, G. (2012). Content management systems: Enriched learning opportunities for all? Computers in Human Behavior, 28(3), 795–808. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.chb.2011.12.009\nLust, G., Elen, J., & Clarebout, G. (2013a). Regulation of tool-use within a blended course: Student differences and performance effects. Computers Education, 60, 385–395. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2012.09.001\nLust, G., Elen, J., & Clarebout, G. (2013b). 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IEEE Transactions on Education, 56, 430–435. https:\u002F\u002Fdoi.org\u002F10.1109\u002FTE.2013.2249066\nMoffett, J., & Mill, A. (2014). Evaluation of the flipped classroom approach in a veterinary professional skills course. Advances in Medical Education and Practice, 5, 415–425. https:\u002F\u002Fdoi.org\u002F10.2147\u002Famep.s70160\nMolenaar, I. (2014). Advances in temporal analysis in learning and instruction. Frontline Learning Research, 2, 15–24. https:\u002F\u002Fdoi.org\u002F10.14786\u002Fflr.v2i4.118\nMolnar, K. K. (2017). What effect does flipping the classroom have on undergraduate student perceptions and grades? Education and Information Technologies, 22(6), 2741–2765. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10639-016-9568-8\nO’Flaherty, J., Phillips, C., Karanicolas, S., Snelling, C., & Winning, T. (2015). The use of flipped classrooms in higher education: A scoping review. 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Journal of Personally, 60, 599–620. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1467-6494.1992.tb00922.x\nWalker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic\u002Fextrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16, 1–12. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.lindif.2005.06.004\nWang, F. H. (2017). An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system. Computers Education, 114, 79–91. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2017.06.012\nWilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40, 193–199. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0098628313487461\nWise, A. F., Perera, N., Hsiao, Y., Speer, J., & Marbouti, F. (2012). Micro-analytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course. The Internet and Higher Education, 15, 108–117. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.iheduc.2011.11.007\nWlodkowski, R. J. (1985). Enhancing adult motivation to learn. Jossey-Bass.\nYeung, K., & O’Malley, P. J. (2014). Making the flip work: Barriers to and implementation strategies for introducing flipped teaching methods into traditional higher education courses. New Directions for Institutional Research, 10(1), 59–63. https:\u002F\u002Fdoi.org\u002F10.11120\u002Fndir.2014.00024\nYoon, M., Hill, J., & Kim, D. (2021). Designing supports for promoting self-regulated learning in the flipped classroom. Journal of Computing in Higher Education, 33, 398–418. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs12528-021-09269-z\nZainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3), 313–340. https:\u002F\u002Fdoi.org\u002F10.19173\u002Firrodl.v17i3.2274\nZheng, B., & Zhang, Y. (2020). Self-regulated learning: The effect on medical student learning outcomes in a flipped classroom environment. BMC Medical Education, 20, 100. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs12909-020-02023-6\nZhou, M., & Winne, P. H. (2012). Modeling academic achievement by self-reported versus traced goal orientation. Learning and Instruction, 22, 413–419. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.learninstruc.2012.03.004\nZiegelmeier, L. B., & Topaz, C. M. (2015). Flipped Calculus: A study of student performance and perceptions. Primus, 25(9–10), 847–860. https:\u002F\u002Fdoi.org\u002F10.1080\u002F10511970.2015.1031305\nZimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. 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D., Hudson, J., &Walker, G. (1990).The user interface for CDROM and OPAC systems. InM. Dillion (Ed.),Interfaces for Information Retrieval and Online systems. (pp.277–296).Westport, Connecticut:Greenwood Press.",{},{"id":801,"text":802,"url":803,"identifiers":804},"4c68646b-0035-4279-8000-0006b275d4fa","Basch, R. (1991, July).Books online: visions, plans, and perspectives for electronic text.Online, 15,13–23.","https:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs10440-022-00541-7",{"doi":805},"10.1007\u002Fs10440-022-00541-7",{"id":20,"text":807,"url":20,"identifiers":808},"Cerf, V. (1991, September).Networks.Scientific American, 265,72–81.",{},{"id":20,"text":810,"url":20,"identifiers":811},"Davis, F., Kahle, B., Morris, H., Salem, J., Shen, T., Wang, R., Sui, J., & Grinbaum, M. (1990).WAIS Interface Protocol Prototype Functional Specification.Unpublished paper. Thinking Machines Corporation, Cambridge, Masschusetts.",{},{"id":801,"text":813,"url":803,"identifiers":814},"Farley, L. 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(2021). The impact of faculty experience with emergency remote teaching: An interpretive phenomenological study. IAFOR Journal of Education, 9(2), 7–23",{"doi":986},"10.22492\u002Fije.9.2.01",{"id":20,"text":988,"url":20,"identifiers":989},"Al-Naabi, I., Kelder, J. A., & Carr, A. (2021). Preparing teachers for emergency remote teaching: A professional development framework for teachers in higher education. Journal of University Teaching and Learning Practice, 18(5), 52–72",{"doi":990},"10.53761\u002F1.18.5.4",{"id":20,"text":992,"url":20,"identifiers":993},"Bates, A. W., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. Indianapolis: JosseyBass",{},{"id":20,"text":995,"url":20,"identifiers":996},"Brereton, P. (2020). Emergency remote training: Guiding and supporting teachers in preparation for emergency remote teaching. Language Research Bulletin, 35, 13",{},{"id":20,"text":998,"url":20,"identifiers":999},"Bruner, J. (1960). The Process of Education. Cambridge, MA: Harvard University Press",{},{"id":20,"text":1001,"url":20,"identifiers":1002},"Belt, E., & Lowenthal, P. (2020). Developing faculty to teach with technology: Themes from the literature. TechTrends, 64, 248–259",{"doi":1003},"10.1007\u002Fs11528-019-00447-6",{"id":20,"text":1005,"url":20,"identifiers":1006},"Chen, K. Z., Lowenthal, P. R., Bauer, C., Heaps, A., & Nielsen, C. (2017). Moving beyond smile sheets: A case study on the evaluation and iterative improvement of an online faculty development program. Online Learning, 21(1), 85–111",{"doi":1007},"10.24059\u002Folj.v21i1.810",{"id":20,"text":1009,"url":20,"identifiers":1010},"Chierichetti, M., & Backer, P. (2021). Exploring faculty perspectives during emergency remote teaching in engineering at a large public university. Education Sciences, 11(8), 419",{"doi":1011},"10.3390\u002Feducsci11080419",{"id":20,"text":1013,"url":20,"identifiers":1014},"Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage.Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70",{},{"id":20,"text":1016,"url":20,"identifiers":1017},"Evmenova, A. S., Borup, J., & Dabbagh, N. (2021). Re-Designing professional development to assist instructors’ rapid transition to remote teaching during the COVID-19 pandemic. Teacher Educators’ Journal, 14, 22–42",{},{"id":20,"text":1019,"url":20,"identifiers":1020},"Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86",{"doi":1021},"10.3390\u002Fsoc10040086",{"id":20,"text":1023,"url":20,"identifiers":1024},"Hodges, C. B., Moore, S. L., Lockee, B. B., Bond, A., M., & Jewett, A. (2021). An instructional design process for emergency remote teaching. In D. Burgos, A. Tlili, & A. Tabacco (Eds.), Radical Solutions for Education in a Crisis Context: COVID-19 as an Opportunity for Global Learning (pp. 37–51). Springer",{"doi":1025},"10.1007\u002F978-981-15-7869-4_3",{"id":20,"text":1027,"url":20,"identifiers":1028},"Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning.EDUCAUSE Review, 27 March. er.educause.edu",{},{"id":20,"text":1030,"url":20,"identifiers":1031},"Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning? The Internet and Higher Education, 15(4), 247–254",{"doi":1032},"10.1016\u002Fj.iheduc.2011.12.002",{"id":20,"text":1034,"url":20,"identifiers":1035},"Lowenthal, P. R. (2008). Online faculty development and storytelling: An unlikely solution to improving teacher quality. Journal of Online Learning and Teaching, 9(3), 349–356",{},{"id":20,"text":1037,"url":20,"identifiers":1038},"Lowenthal, P. R., Wray, M. L., Bates, B., Switzer, T., & Stevens, E. (2013). Examining faculty motivation to participate in faculty development. International Journal of University Teaching and Faculty Development, 3(3), 149–164",{},{"id":20,"text":1040,"url":20,"identifiers":1041},"McKenzie, L. (2021, April 27). Students Want Online Learning Options Post-Pandemic. Inside Higher Ed. https:\u002F\u002Fwww.insidehighered.com\u002Fnews\u002F2021\u002F04\u002F27\u002Fsurvey-reveals-positive-outlook-online-instruction-post-pandemic",{},{"id":20,"text":1043,"url":20,"identifiers":1044},"Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, C. A. :Jossey-Bass",{},{"id":20,"text":1046,"url":20,"identifiers":1047},"Moorhouse, B. L., & Kohnke, L. (2021). Thriving or surviving emergency remote teaching necessitated by COVID-19: University teachers’ perspectives. The Asia-Pacific Education Researcher, 30(3), 279–287",{"doi":1048},"10.1007\u002Fs40299-021-00567-9",{"id":20,"text":1050,"url":20,"identifiers":1051},"Mourlam, D. (2017). Preparing for infusion: Emergence of a model for faculty TPACK development. Journal of Technology and Teacher Education, 35(3), 301–325",{},{"id":20,"text":1053,"url":20,"identifiers":1054},"Perkins, D. (1992). Technology meets Constructivism: Do they make a marriage?. In T. M. Duffy, & D. H. Jonassen (Eds.), Constructivism and The Technology of instruction: A conversation. New Jersey: Lawrence Erlbaum Assoc. Inc.",{},{"id":20,"text":1056,"url":20,"identifiers":1057},"Petillion, R. J., & McNeil, W. S. (2020). Student experiences of emergency remote teaching: Impacts of instructor practice on student learning, engagement, and well-being. Journal of Chemical Education, 97(9), 2486–2493",{"doi":1058},"10.1021\u002Facs.jchemed.0c00733",{"id":20,"text":1060,"url":20,"identifiers":1061},"Polly, D., Martin, F., & Guilbaud, T. (2021). Examining barriers and desired supports to increase faculty members’ use of digital technologies: Perspectives of faculty, staff and administrators. Journal of Computing in Higher Education, 33, 135–156",{"doi":1062},"10.1007\u002Fs12528-020-09259-7",{"id":20,"text":1064,"url":20,"identifiers":1065},"Rahim, A. F. A. (2020). Guidelines for online assessment in emergency remote teaching during the COVID-19 pandemic. Education in Medicine Journal, 12(2), 59–68",{"doi":1066},"10.21315\u002Feimj2020.12.2.6",{"id":20,"text":1068,"url":20,"identifiers":1069},"Redstone, A., & Luo, T. (2021). Exploring faculty perceptions of professional development support for transitioning to emergency remote teaching.The Journal of Applied Instructional Design, 10(2)",{"doi":1070},"10.51869\u002F102\u002Fartl",{"id":20,"text":1072,"url":20,"identifiers":1073},"Song, L., Cai, Q., Hong, H., Liu, X., Jin, L., & Li, Q. (2020). Professional learning under the pandemic: A self-study of five teacher educators’ experiences of transitioning to emergency remote teaching. In R. Baumgartner, R. Ferdig, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 151–155)",{},{"id":20,"text":1075,"url":20,"identifiers":1076},"Toquero, C. M., & Talidong, K. J. (2020). Webinar technology: Developing teacher training programs for emergency remote teaching amid COVID-19.Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(3)",{},{"id":20,"text":1078,"url":20,"identifiers":1079},"Vygotsky, L. S. (1997). In R. W. Rieber (Ed.), The collected works of L.S. Vygotsky, Volume 4: The History of the Development of Higher Mental Functions. New York: Plenum Press",{},{"id":20,"text":1081,"url":20,"identifiers":1082},"Walsh, L. L., Arango-Caro, S., Wester, E. R., & Callis-Duehl, K. (2021). Training faculty as an institutional response to COVID-19 emergency remote teaching supported by data.CBE—Life Sciences Education, 20(34)",{"doi":1083},"10.1187\u002Fcbe.20-12-0277",{"id":20,"text":1085,"url":20,"identifiers":1086},"Wiggins, G., & McTighe, J. (2005). Understanding by Design. Association for Supervision and Curriculum, & Development",{},{"id":20,"text":1088,"url":20,"identifiers":1089},"Xie, J., A, G., & Rice, M. F. (2021). Instructional designers’ roles in emergency remote teaching during COVID-19. Distance Education, 42(1), 70–87",{"doi":1090},"10.1080\u002F01587919.2020.1869526",{"id":1092,"createTime":1093,"updateTime":1094,"relativeEntities":1095,"slug":1096,"properties":1097,"entityType":180,"verifyStatus":181,"verifyTime":1094,"verifyNote":183,"languages":20,"translateLanguages":20,"viewCount":21,"primaryUrl":1106,"fullTextUrl":20,"authors":1107,"publicationType":275,"publisherRelationship":1205,"citationCount":20,"citationInfo":20,"publishDate":1252,"publishYear":1253,"citationAnalyzeStatus":19,"lastCitationAnalyze":20,"indexDatabases":1254,"openAccess":20,"references":20,"isForceReanalyzing":330},"0f11d52b-03b2-46c4-b54c-8d695253ec8a","2024-01-28T11:27:06.575+00:00","2025-02-26T22:50:37.641+00:00",[],"Gamification-in-education-a-mixed-methods-study-of-gender-on-computer-science-students-academic-performance-and-identity-development",{"abstract":1098,"title":1100,"references":1102,"doi":1104},{"EN":1099},"Underrepresentation of women in computer science (CS) increasingly demands the necessity to find and enhance current learning engagement approaches to bring more women into computing fields. Some researchers have been exploring the influence of gamification on female students as one of these possible learning engagement strategies. Gamification refers to the introduction of video game elements into non-game activities to enhance engagement and motivation. Previous studies have reported mixed results of the impact of gamification on women. In this study, we introduce SEP-CyLE (Software Engineering and Programming Cyberlearning Environment), an online gamified tool that was designed to provide supplemental computing content to students. This paper presents a convergent mixed-methods study guided by social identity theory and self-efficacy to understand women's experiences with this gamified tool. More specifically, this study explores virtual points' and leaderboards' effects on CS identity development, self-efficacy, and performance. The results show that virtual points and the leaderboard contributed to improved performance for students of all genders, suggesting that gamification is a gender-neutral learning engagement strategy that improves female students' performance as much as male students. Regardless of improved performance, most women did not actively enjoy or were motivated by the virtual points or leaderboard in SEP-CyLE. Additionally, gamification had no significant impact on CS identity development or self-efficacy constructs and had little to no impact on women's interest and engagement in the field of computing.",{"EN":1101},"Gamification in education: a mixed-methods study of gender on computer science students’ academic performance and identity development",{"VOID":1103},"Adams, W. C. (2015). Conducting semi-structured interviews. In Handbook of practical program evaluation (4th ed., pp. 492–505). https:\u002F\u002Fdoi.org\u002Fhttps:\u002F\u002Fdoi.org\u002F10.1002\u002F9781119171386.ch19\nAldemir, T., Celik, B., & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behavior, 78, 235–254.\nAlomari, H. W., Ramasamy, V., Kiper, J. D., & Potvin, G. (2020). A User Interface (UI) and User eXperience (UX) evaluation framework for cyberlearning environments in computer science and software engineering education. Heliyon, 6(5), e03917.\nBandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological review, 84(2), 191–215.\nBanfield, J., & Wilkerson, B. (2014). Motivation and self-efficacy. Contemporary Issues in Education Research, 7(4), 291–298.\nBartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit MUDs. Journal of MUD research, 1(1), 19.\nBernik, A., Bubas, G., & Radosevic, D. (2015). A pilot study of the influence of gamification on the effectiveness of an e-learning course. In Central European conference on information and intelligent systems (p. 73). Faculty of Organization and Informatics Varazdin.\nBista, S. K., Nepal, S., Colineau, N., & Paris, C. (2012). Using gamification in an online community. CollaborateCom, 2012, 611–618.\nBogost, I. (2011). How to do things with videogames. U of Minnesota Press.\nBoumi, S., & Vela, A. (2019). Application of hidden Markov models to quantify the impact of enrollment patterns on student performance. In International Educational Data Mining Society.\nBoumi, S., Vela, A., & Chini, J. (2020). Quantifying the relationship between student enrollment patterns and student performance. arXiv preprint .\nBrickhouse, N. W., & Potter, J. T. (2001). Young women’s scientific identity formation in an urban context. Journal of Research in Science Teaching, 38(8), 965–980.\nBrickhouse, N. W., Lowery, P., & Schultz, K. (2000). What kind of girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37(5), 441–458. https:\u002F\u002Fdoi.org\u002F10.1002\u002F(SICI)1098-2736(200005)37:5%3c441::AID-TEA4%3e3.0.CO;2-3\nBuffum, P. S. (2015). Leveraging narrative interactivity to foster computer science identities. Proceedings of the 11th ACM Conference on International Computing Education Research—ICER '15, 247–248. doi: https:\u002F\u002Fdoi.org\u002F10.1145\u002F2787622.2787734\nBuisman, A. L., & van Eekelen, M. C. (2014, November). Gamification in educational software development. In Proceedings of the Computer Science Education Research Conference (pp. 9–20). ACM.\nCafazzo, J. A., Casselman, M., Hamming, N., Katzman, D. K., & Palmert, M. R. (2012). Design of a mHealth app for the self-management of adolescent type 1 diabetes: A pilot study. Journal of medical Internet research, 14(3), e70.\nÇakır, N. A., Gass, A., Foster, A., & Lee, F. J. (2017). Development of a game-design workshop to promote young girls’ interest towards computing through identity exploration. Computers and Education, 108, 115–130.\nCamilleri, V., Busuttil, L., & Montebello, M. (2011). Social interactive learning in multiplayer games. In M. Ma, A. Oikonomou, & L. C. Jain (Eds.), Serious games and edutainment applications (pp. 481e501). London, England: Springer-Verlag.\nCarbonaro, M., Szafron, D., Cutumisu, M., & Schaeffer, J. (2010). Computer-game construction: A gender-neutral attractor to Computing Science. Computers and Education, 55(3), 1098–1111.\nChang-lau, R. & Clarke, P. J. (2018). Software engineering and programming cyberlearning environment (SEP-CyLE), https:\u002F\u002Fstem-cyle.cis.fiu.edu\u002F.\nCheryan, S., Meltzoff, A. N., & Kim, S. (2011). Classrooms matter: The design of virtual classrooms influences gender disparities in computer science classes. Computers and Education, 57(2), 1825–1835.\nCheryan, S., Plaut, V. C., Davies, P. G., & Steele, C. M. (2009). Ambient belonging: How stereotypical cues impact gender participation in computer science. Journal of Personality and Social Psychology, 97(6), 1045–1060. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0016239\nChristy, K. R., & Fox, J. (2014). Leaderboards in a virtual classroom: A test of stereotype threat and social comparison explanations for women’s math performance. Computers and Education, 78, 66–77.\nCramer, H., Rost, M., & Holmquist, L. E. (2011, August). Performing a check-in: Emerging practices, norms and ‘conflicts' in location-sharing using Foursquare. In Proceedings of the 13th international conference on human-computer interaction with mobile devices and services (pp. 57–66). ACM.\nCreswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage publications.\nCreswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage publications.\nCribbs, J. D., Hazari, Z., Sonnert, G., & Sadler, P. M. (2015). Establishing an explanatory model for mathematics identity. Child development, 86(4), 1048–1062.\nDe Almeida Souza, M. R., Constantino, K. F., Veado, L. F., & Figueiredo, E. M. L. (2017, November). Gamification in software engineering education: An empirical study. In Software Engineering Education and Training (CSEE&T). In 2017 IEEE 30th Conference on IEEE (pp. 276–284).\nDe-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers and Education, 75, 82–91.\nDenny, P. (2013, April). The effect of virtual achievements on student engagement. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 763–772). ACM.\nDeterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011, May). Gamification. using game-design elements in non-gaming contexts. In CHI'11 extended abstracts on human factors in computing systems (pp. 2425–2428). ACM.\nDomínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers and Education, 63, 380–392.\nDuke, D. M., Thirunarayanan, M., Byram, A., and Clarke, P. J. (2019). Student's perceptions of the implementation of a cyberlearning tool. In Proceedings of the 126th ASEE Annual Conference and Exposition - Computing and Information Technology Division, Paper No. 26250. Washington, DC: ASEE\nFarzan, R., DiMicco, J. M., Millen, D. R., Dugan, C., Geyer, W., & Brownholtz, E. A. (2008, April). Results from deploying a participation incentive mechanism within the enterprise. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 563–572). 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Play as you learn: Gamification as a technique for motivating learners. In J. Herrington, et al. (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 1999–2008). Chesapeake, VA: AACE.\nGnauk, B., Dannecker, L., & Hahmann, M. (2012, March). Leveraging gamification in demand dispatch systems. In Proceedings of the 2012 Joint EDBT\u002FICDT Workshops (pp. 103–110). ACM.\nGodwin, A., Potvin, G., Hazari, Z., & Lock, R. (2016). Identity, critical agency, and engineering: An affective model for predicting engineering as a career choice. Journal of Engineering Education, 105(2), 312–340.\nGoehle, G. (2013). Gamification and web-based homework. Primus, 23(3), 234–246.\nHakulinen, L., Auvinen, T., & Korhonen, A. (2015). The effect of achievement badges on students’ behavior: An empirical study in a university-level computer science course. 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In UTM Computing Proceedings Innovation in Computing Technology and Applications (vol. 2, pp. 1–6). Skudai, Malaysia: UTM\nHuang, B., & Hew, K. F. (2015, November). Do points, badges and leaderboard increase learning and activity: A quasi-experiment on the effects of gamification. In Proceedings of the 23rd International Conference on Computers in Education (pp. 275–280).\nKapp, K. M. (2012). The gamification of learning and instruction (p. 93). San Francisco: Wiley.\nKargarmoakhar, M. M. (2019, June). How cultural messages through experiences influence occupational pursuit of Muslim female computer science students. In 126th Annual Conference and Exposition of American Society for Engineering Education.\nKargarmoakhar, M., Lunn, S., Zahedi, L., Ross, M., Hazari, Z., Weiss, M. A., Georgiopoulos, M., Christensen, K., & Solis, T. (2020, October). Understanding the experiences that contribute to the inclusion of underrepresented groups in computing. 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MODEL of an Internet-based virtual learning community, with students interacting dynamically with the content, the technology, and, most importantly, each other, offers a powerful and convivial approach to providing education at a distance. The classes described here, based on over a year of teaching classes entirely via the Internet, work very effectively as collaborative communities. This paper describes one model for implementing university classes via the Internet using listservs, electronic mail, and the World Wide Web (WWW). It reports on student feedback concerning this approach to learning. A comparison is made between Internet-based classes and traditional classes taught face-to-face. In addition, the complementary possibilities of asynchronous virtual learning experiences—where students participate in class activities flexibly, at any time of their own choosing—and synchronous on-line activities—where all class members are on-line at the same time in a class-wide interactive forum of discussion, questions and answers, brainstorming, and other activities—are examined.",{"EN":1265},"The Internet as a virtual learning community",{"VOID":1267},"Biocca, F. (1995, May 22).Presence.Presentation presented for a workshop on Cognitive Issues in Virtual Reality, VR ’95 Conference and Expo, San Jose, CA.\nBurke, G., &McLellan, H. (1996).The Algebra Project: Situated learning inspired by the Civil Rights Movement. InH. McLellan (Ed.).Situated Learning Perspectives.Englewood Cliffs, NJ:Educational Technology Publications.\nCorrigan, D. (1996).The Internet University: College courses by computer.Harwich, MA:Cape Software.\nGan, D. (1997, May).America’s 100 most wired colleges.Yahoo Internet Life,3(5),50–59.\nKhan, B. H. (Ed.). (1997).Web-based instruction.Englewood Cliffs, NJ:Educational Technology Publications.\nKnoke, W. (1996).Bold new world.New York:Kodansha International.\nMarks-Tarlow, T. (1995).Creativity inside out: Learning through multiple intelligences.Reading, MA:Addison-Wesley.\nMcLellan, H. (1996a, November–December).Being digital: Implications for education.Educational Technology. 36(6),5–20.\nMcLellan, H. (1996b). Internet-based education: Some guidelines.Tech Head Stories.http:\u002F\u002Ftech-head.com\u002Fi-ed.htm.\nMoses, R. P., Kamii, M., Swap, S. M., &Howard, J. (1989).The algebra project: Organizing in the spirit of Ella.Harvard Educational Review,59(4),423–443.\nNegroponte, N. (1995).Being digital.New York:Knopf.\nRheingold, H. (1993).The virtual community.Reading, MA:Addison Wesley\nSchrage, M. (1991).Shared minds: The new technologies of collaboration.New York, NY:Random House.\nSenge, P. M. (1990).The fifth discipline: The art and practice of the learning organization.New York:Currency Doubleday.\nTurkle, S. (1995).Life on the screen.New York:Simon & Schuster.\nWilde, J., &Wilde, R. (1991).Visual literacy: A conceptual approach to graphic problem solving.New York:Watson Guptill Publications.",{"VOID":1269},"10.1007\u002FBF02954768","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002FBF02954768",[1272],{"id":1273,"sortIndex":21,"researcher":20,"roles":1274,"affiliations":1275,"properties":1284,"displayName":1286,"givenName":20,"familyName":20},"b040fb20-b403-4bbc-bd12-3a8fdaccc246",[189],[1276],{"id":1277,"sortIndex":21,"affiliation":1278,"properties":20},"587d6a2d-9346-4db8-9111-3ac7a7dd466b",{"id":1277,"createTime":20,"updateTime":20,"relativeEntities":1279,"slug":20,"properties":1280,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":1283,"statistic":20},[],{"title":1281},{"VI":1282},"Emporia",[],{"title":1285},{"VI":1286},"Hilary McLellan",{"url":1270,"publisher":1288,"properties":1329},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1289,"slug":10,"properties":1290,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":1293,"manageAffiliations":1298,"indexDatabases":1309,"url":20,"thumbnailPath":20,"statistic":1324,"gsStatistic":20,"type":158,"analyzePriority":20},[],{"issn":1291,"title":1292},{"VOID":13},{"EN":15},[1294],{"id":24,"createTime":20,"updateTime":20,"relativeEntities":1295,"label":1296,"description":1297,"parentId":20,"standard":20,"scholarHubFieldId":20},[],{"EN":27,"VI":28},{},[1299,1304],{"id":32,"createTime":20,"updateTime":20,"relativeEntities":1300,"slug":20,"properties":1301,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":1303,"statistic":20},[],{"title":1302},{"EN":36},[],{"id":39,"createTime":20,"updateTime":20,"relativeEntities":1305,"slug":20,"properties":1306,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":1308,"statistic":20},[],{"title":1307},{"EN":43},[45],[1310,1317],{"id":48,"indexDatabase":1311,"url":61,"indexYears":20,"academicFieldIds":1316,"indexDatabaseRanking":20},{"id":50,"createTime":20,"updateTime":20,"relativeEntities":1312,"label":1313,"description":1314,"key":57,"publicationTags":1315,"standard":20},[],{"EN":53,"VI":53},{"EN":55,"VI":56},[59,60],[63],{"id":65,"indexDatabase":1318,"url":76,"indexYears":77,"academicFieldIds":1323,"indexDatabaseRanking":80},{"id":67,"createTime":20,"updateTime":20,"relativeEntities":1319,"label":1320,"description":1321,"key":73,"publicationTags":1322,"standard":20},[],{"EN":70,"VI":70},{"EN":70,"VI":72},[75],[79],{"impactFactor":21,"impactFactorByYear":1325,"i10Index":95,"i10IndexLast5Year":96,"totalPublication":97,"totalPublicationByYear":1326,"totalCitation":115,"totalCitationByYear":1327,"totalCitationPerPublication":133,"totalCitationPerPublicationByYear":1328,"hindexLast5Year":102,"hindex":102},{"2012":83,"2013":84,"2014":85,"2015":86,"2016":87,"2017":88,"2018":89,"2019":90,"2020":91,"2021":92,"2022":93,"2023":94},{"1989":99,"1990":100,"1991":101,"1992":100,"1993":102,"1994":101,"1995":101,"1996":101,"1997":103,"1998":104,"1999":101,"2000":105,"2001":96,"2002":106,"2003":96,"2004":107,"2005":106,"2006":108,"2007":99,"2008":107,"2009":100,"2010":100,"2011":101,"2012":106,"2013":100,"2014":101,"2015":104,"2016":102,"2017":109,"2018":110,"2019":111,"2020":112,"2021":113,"2022":111,"2023":95,"2024":114},{"1991":114,"1992":96,"1995":109,"1996":117,"2000":118,"2001":114,"2002":104,"2003":119,"2004":120,"2005":111,"2006":121,"2008":122,"2009":102,"2010":123,"2011":124,"2012":125,"2014":126,"2015":127,"2017":128,"2018":95,"2019":129,"2020":130,"2021":131,"2022":110,"2023":132},{"1991":89,"1992":135,"1995":136,"1996":137,"2000":138,"2001":139,"2002":140,"2003":132,"2004":141,"2005":142,"2006":143,"2008":144,"2009":145,"2010":146,"2011":147,"2012":148,"2014":149,"2015":150,"2017":151,"2018":152,"2019":153,"2020":154,"2021":155,"2022":156,"2023":157},{"pages":1330,"volume":1332},{"VOID":1331},"92-112",{"VOID":1333},"9","1998-03-01",1998,[59,80],{"id":1338,"createTime":1339,"updateTime":1340,"relativeEntities":1341,"slug":1342,"properties":1343,"entityType":180,"verifyStatus":181,"verifyTime":1340,"verifyNote":183,"languages":20,"translateLanguages":20,"viewCount":21,"primaryUrl":1352,"fullTextUrl":20,"authors":1353,"publicationType":275,"publisherRelationship":1369,"citationCount":20,"citationInfo":20,"publishDate":1416,"publishYear":1417,"citationAnalyzeStatus":19,"lastCitationAnalyze":20,"indexDatabases":1418,"openAccess":20,"references":20,"isForceReanalyzing":330},"0342966e-a342-4891-b4f0-4da836cd675a","2023-12-09T08:07:33.530+00:00","2025-02-26T11:21:22.583+00:00",[],"The-machine-readable-transcendentalists-Cultural-history-on-the-computer",{"abstract":1344,"title":1346,"references":1348,"doi":1350},{"EN":1345},"THIS ESSAY reports on an effort to integrate statistics and the computer into the humanities classroom. In History 55, “Culture and Community: The Worlds of Emerson, Dickinson, and Thoreau,” at Amherst College, students were asked to carry out quantitative analyses of the U.S. census of 1850 for the towns of Amherst and Concord, Massachusetts. This assignment was conceived as a project in social history, through which students would reconstruct the contours of community life. But the investigation of the census transformed the main lines of the course, even the ways in which students interpreted the writings of the Transcendentalists. For the census represented not only a register of society, but also a cultural text produced in that society and manifesting a distinctive world view, that of the emerging social scientists of Victorian America. To study the census was thus to uncover the origins of the very frame of mind, against which writers like Emerson and Thoreau reacted. And so, a course that began in the attempt to bridge the humanities and social sciences eventually became self-reflexive: the origins of the “two cultures” lay in the very time and place we were studying. Recovering that history proved liberating. In the course of quantifying society, students transcended the intellectual divide between the humanities and sciences and achieved a deeper historical consciousness.",{"EN":1347},"The machine-readable transcendentalists: Cultural history on the computer",{"VOID":1349},"Allen, G.W. (1981).Waldo Emerson: a biography. New York: Viking.\nAnderson, M.J. (1988).The American census: a social history. New Haven and London: Yale University Press.\nClubb, J.M. and A.H. Bogue. (1977). History, quantification, and the social sciences.American Behavioral Scientist.21, 167–85.\nEmerson, E.T. (1980).The life of Lidian Jackson Emerson. D.B. Carpenter, (Ed.). Boston: Twayne.\nEmerson, R.W. (1904). Domestic life.Society and Solitude: Twelve Chapters. Cambridge, Mass.: Riverside Press of Houghton, Mifflin.\nEmerson, R.W. (1903). New England reformers.Essays: Second Series. Cambridge, Mass.: Riverside Press of Houghton, Mifflin.\nFogel, R.W. (1975). The limits of quantitative methods in history,American Historical Review.80, 329–50.\nForbes, A. & Greene, J.H. (Comps.). (1852)The rich men of Massachusetts: containing a statement of the reputed wealth of about two thousand persons, with brief sketches of nearly fifteen hundred characters. (2nd ed.). Boston: Redding & Co., Hotchkiss & Co., Fetridge & Co., and W.V. Spencer.\nGrob, G.N. (1978).Edward Jarvis and the medical world of nineteenthcentury America. Knoxville, Tenn.: University of Tennessee Press.\nGross, R.A. (1983). Lonesome in eden: Dickinson, Thoreau, and the problem of community in nineteenth-century New England.Canadian Review of American Studies.14, 1–17.\nGross, R.A. (1984). Transcendentalism and urbanism: Concord, Boston, and the wider world.Journal of American Studies, 18, 361–81.\nGross, R.A. (1988). A majority of one: counting consciences in Concord. In L.V. Mannucci, ed.,Making, Unmaking and Remaking America: Popular Ideology before the Civil War. Milano, Italy: Milan Group in Early United States History.\nJohnson, T.H. (1966).The complete poems of Emily Dickinson. Boston and Toronto: Little, Brown and Co.\nLaslett, P. (Ed.) (1972).household and family in past time. Cambridge, England: Cambridge University Press.\nLevitan, S.A., R.S. Belous, & F. Gallo, (1988).What’s happening to the American family? tensions, hopes, realities. Baltimore and London: Johns Hopkins University Press.\nLynn, K. (1982). Emerson the man. Commentary, 75–77.\nRuggles, S. (1987).Prolonged connections: the rise of the extended family in nineteenth-century England and America. Madison, Wis.: University of Wisconsin Press.\nSchlesinger, A.M., Jr. The humanist looks at empirical social research. In Swierenga, Quantification, 30–35.\nSwierenga, R.P. (Ed.) (1970).Quantification in American history. New York: Atheneum.\nThoreau, H.D. (1966).Walden and civil disobedience. O. Thomas. (Ed). New York: W.W. Norton.\nWright, C.D. (1900).The history and growth of the United States census, prepared for the senate committee on the census. Washington: Government Printing Office.",{"VOID":1351},"10.1007\u002FBF02942608","http:\u002F\u002Flink.springer.com\u002F10.1007\u002FBF02942608",[1354],{"id":1355,"sortIndex":21,"researcher":20,"roles":1356,"affiliations":1357,"properties":1366,"displayName":1368,"givenName":20,"familyName":20},"cbf03b97-7116-4a90-8ff4-0dacd69d1018",[189],[1358],{"id":1359,"sortIndex":21,"affiliation":1360,"properties":20},"36c09009-6d4d-4bb7-b3d1-1255fe72eb55",{"id":1359,"createTime":20,"updateTime":20,"relativeEntities":1361,"slug":20,"properties":1362,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":1365,"statistic":20},[],{"title":1363},{"VI":1364},"The College of William and Mary, Williamsburg",[],{"title":1367},{"VI":1368},"Robert A. Gross",{"url":1352,"publisher":1370,"properties":1411},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1371,"slug":10,"properties":1372,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":1375,"manageAffiliations":1380,"indexDatabases":1391,"url":20,"thumbnailPath":20,"statistic":1406,"gsStatistic":20,"type":158,"analyzePriority":20},[],{"issn":1373,"title":1374},{"VOID":13},{"EN":15},[1376],{"id":24,"createTime":20,"updateTime":20,"relativeEntities":1377,"label":1378,"description":1379,"parentId":20,"standard":20,"scholarHubFieldId":20},[],{"EN":27,"VI":28},{},[1381,1386],{"id":32,"createTime":20,"updateTime":20,"relativeEntities":1382,"slug":20,"properties":1383,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":1385,"statistic":20},[],{"title":1384},{"EN":36},[],{"id":39,"createTime":20,"updateTime":20,"relativeEntities":1387,"slug":20,"properties":1388,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":1390,"statistic":20},[],{"title":1389},{"EN":43},[45],[1392,1399],{"id":48,"indexDatabase":1393,"url":61,"indexYears":20,"academicFieldIds":1398,"indexDatabaseRanking":20},{"id":50,"createTime":20,"updateTime":20,"relativeEntities":1394,"label":1395,"description":1396,"key":57,"publicationTags":1397,"standard":20},[],{"EN":53,"VI":53},{"EN":55,"VI":56},[59,60],[63],{"id":65,"indexDatabase":1400,"url":76,"indexYears":77,"academicFieldIds":1405,"indexDatabaseRanking":80},{"id":67,"createTime":20,"updateTime":20,"relativeEntities":1401,"label":1402,"description":1403,"key":73,"publicationTags":1404,"standard":20},[],{"EN":70,"VI":70},{"EN":70,"VI":72},[75],[79],{"impactFactor":21,"impactFactorByYear":1407,"i10Index":95,"i10IndexLast5Year":96,"totalPublication":97,"totalPublicationByYear":1408,"totalCitation":115,"totalCitationByYear":1409,"totalCitationPerPublication":133,"totalCitationPerPublicationByYear":1410,"hindexLast5Year":102,"hindex":102},{"2012":83,"2013":84,"2014":85,"2015":86,"2016":87,"2017":88,"2018":89,"2019":90,"2020":91,"2021":92,"2022":93,"2023":94},{"1989":99,"1990":100,"1991":101,"1992":100,"1993":102,"1994":101,"1995":101,"1996":101,"1997":103,"1998":104,"1999":101,"2000":105,"2001":96,"2002":106,"2003":96,"2004":107,"2005":106,"2006":108,"2007":99,"2008":107,"2009":100,"2010":100,"2011":101,"2012":106,"2013":100,"2014":101,"2015":104,"2016":102,"2017":109,"2018":110,"2019":111,"2020":112,"2021":113,"2022":111,"2023":95,"2024":114},{"1991":114,"1992":96,"1995":109,"1996":117,"2000":118,"2001":114,"2002":104,"2003":119,"2004":120,"2005":111,"2006":121,"2008":122,"2009":102,"2010":123,"2011":124,"2012":125,"2014":126,"2015":127,"2017":128,"2018":95,"2019":129,"2020":130,"2021":131,"2022":110,"2023":132},{"1991":89,"1992":135,"1995":136,"1996":137,"2000":138,"2001":139,"2002":140,"2003":132,"2004":141,"2005":142,"2006":143,"2008":144,"2009":145,"2010":146,"2011":147,"2012":148,"2014":149,"2015":150,"2017":151,"2018":152,"2019":153,"2020":154,"2021":155,"2022":156,"2023":157},{"pages":1412,"volume":1414},{"VOID":1413},"92-116",{"VOID":1415},"1","1989-03-01",1989,[59,80],{"id":1420,"createTime":1421,"updateTime":1422,"relativeEntities":1423,"slug":1424,"properties":1425,"entityType":180,"verifyStatus":181,"verifyTime":1422,"verifyNote":183,"languages":20,"translateLanguages":20,"viewCount":21,"primaryUrl":1434,"fullTextUrl":20,"authors":1435,"publicationType":275,"publisherRelationship":1451,"citationCount":20,"citationInfo":20,"publishDate":1498,"publishYear":1499,"citationAnalyzeStatus":19,"lastCitationAnalyze":20,"indexDatabases":1500,"openAccess":20,"references":20,"isForceReanalyzing":330},"a5452ffa-44c8-4ac8-b4f9-ca9f386f8987","2023-12-07T17:31:08.012+00:00","2025-02-26T09:30:07.366+00:00",[],"To-flip-or-not-to-flip-social-science-faculty-members-concerns-about-flipping-the-classroom",{"abstract":1426,"title":1428,"references":1430,"doi":1432},{"EN":1427},"Flipped Classroom (FC) is a blended learning approach being promoted in higher education in recent years. It flips the conventional pedagogic arrangement so that students use the out-of-class time to conduct lower-order learning and the in-class time to conduct higher-order learning. Nevertheless, unlike the adoption phenomena in other academic disciplines such as Science, Engineering, Medicine and Education in university teaching, the adoption of FC in Social Science has been rare. This paper reports on a quantitative study (n = 152) in which the Stages of Concern model was employed to probe into the concerns of Social Science faculty members (SSFMs) about introducing FC into their teaching practice. The study reveals that the participants were having strong categorical concerns of “Information” and “Management.” The findings shed light on designing more precise interventions for addressing SSFMs’ actual needs when flipping their classrooms, providing a useful reference for researchers and practitioners who are pursuing work on promoting FC in higher education.",{"EN":1429},"To flip or not to flip: social science faculty members’ concerns about flipping the classroom",{"VOID":1431},"Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4), 440–454.\nAnderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., et al. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Essex: Pearson.\nBaepler, 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.\nBarkley, E. (2010). Student engagement techniques: A handbook for college faculty. San Francisco: Jossey-Bass.\nBergmann, J., & Sams, A. (2009). Remixing chemistry class: Two Colorado teachers make vodcasts of their lectures to free up class time for hands-on activities. Learning and Leading with Technology, 36(4), 22–27.\nBernard, J. S. (2015). The flipped classroom: Fertile ground for nursing education research. International Journal of Nursing Education Scholarship, 12(1), 99–109.\nBiggs, J., & Moore, P. (1993). Process of learning (3rd ed.). London: Prentice Hall.\nBorgerding, L. A., Sadler, T. D., & Koroly, M. J. (2013). Teachers’ concerns about biotechnology education. Journal of Science Education and Technology, 22(2), 133–147.\nÇakıroğlu, Ü., & Öztürk, M. (2017). Flipped classroom with problem based activities: Exploring self-regulated learning in a programming language course. Educational Technology and Society, 20(1), 337–349.\nChen, 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.\nCheung, D. (2005). Science teachers’ concerns about school-based curriculum development. Hong Kong Science Teachers’ Journal, 22(2), 1–7.\nCheung, D., & Yip, D. Y. (2004). How science teachers’ concerns about school-based assessment of practical work vary with time: The Hong Kong experience. Research in Science and Technological Education, 22(2), 153–169.\nChuang, H. H., Weng, C. Y., & Chen, C. H. (2018). Which students benefit most from a flipped classroom approach to language learning? British Journal of Educational Technology, 49(1), 56–68.\nCreswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Upper Saddle River, NJ: Pearson Education.\nDe Freitas, S., & Oliver, M. (2005). Does e-learning policy drive change in higher education? A case study relating models of organisational change to e-learning implementation. Journal of Higher Education Policy and Management, 27(1), 81–96.\nDong, A. M. (2016). A literature review on flipped classroom from 2010 to 2015. In Paper presented at the 24th Chinese America educational research and development association annual conference, Washington, DC.\nErtmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.\nFlipped Learning Network. (2013). What is flipped learning? Retrieved September 1, 2018, from http:\u002F\u002Fflippedlearning.org\u002Fcms\u002Flib07\u002FVA01923112\u002FCentricity\u002FDomain\u002F46\u002FFLIP_handout_FNL_Web.pdf.\nFullan, M. (2007). The new meaning of educational change (4th ed.). New York: Teachers College Press.\nFullan, M., Quinn, J., & Adam, E. (2016). The taking action guide to building coherence in schools, districts, and systems. New York: SAGE.\nFuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207–226.\nGee, J. P. (2013). Creating smarter students through digital learning. New York: Palgrave.\nGough, E., DeJong, D., Grundmeyer, T., & Baron, M. (2017). K-12 teacher perceptions regarding the flipped classroom model for teaching and learning. Journal of Educational Technology Systems, 45(3), 390–423.\nHall, G. E., & Hord, S. M. (1987). Change in schools: Facilitating the process. New York: NY State University of New York Press.\nHall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles, and potholes. New Jersey: Pearson.\nHau, K. T. (2015). Flipped classroom. Hong Kong Institute of Educational Research Newsletters, 36, 1–2.\nHockings, C., Cooke, S., Yamashita, H., McGinty, S., & Bowl, M. (2008). Switched off? A study of disengagement among computing students at two universities. Research Papers in Education, 23(2), 191–201.\nHung, H. (2014). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96.\nHwang, G. J. (Ed.). (2016). Flipped classroom: Theories, strategies and applications. Taipei: Higher Education Press.\nHwang, 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.\nJansen, B. A. (2011). Inquiry unpacked: An introduction to inquiry-based learning. Library Media Connection, 29(5), 10–12.\nJohnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC horizon report: 2015 higher (education ed.). Austin, Texas: The New Media Consortium.\nJong, M. S. Y. (2014). Elementary students’ view of collaborative knowledge building in LearningVillages. Interaction Design and Architecture(s), 21, 37–56.\nJong, M. S. Y. (2016). Teachers’ concerns about adopting constructivist online game-based learning in formal curriculum teaching. British Journal of Educational Technology, 47(4), 601–617.\nJong, M. S. Y. (2017). Empowering students in the process of social inquiry learning through flipping the classroom. Educational Technology and Society, 20(1), 306–322.\nJong, M. S. Y. (2018). A pilot study on social science faculty members’ adoption of flipped learning. Paper presented at the IEEE Education Society Technical Committee on Learning Sciences Annual Meeting 2018, Hong Kong, China.\nJong, M. S. Y., Chan, T., Hue, M. T., & Tam, V. (2018). Gamifying and mobilising social enquiry-based learning in authentic outdoor environments. Educational Technology & Society, 21(4), 277–292.\nJong, M. S. Y., & Tsai, C. C. (2016). Understanding the concerns of teachers about leveraging mobile technology to facilitate outdoor social inquiry learning: The EduVenture experience. Interactive Learning Environments, 24(2), 328–344.\nKurt, G. (2017). Implementing the flipped classroom in teacher education: Evidence from Turkey. Educational Technology and Society, 20(1), 211–221.\nLage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43.\nLin, J. L., Liang, J. C., Su, Y. C., & Tsai, C. C. (2013). Exploring the relationships between self-efficacy and preference for teacher authority among computer science majors. Journal of Educational Computing Research, 49(2), 189–207.\nLo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers and Education, 118, 150–165.\nMarcu, A. D. (2013). Relationship of self-efficacy to stages of concern in the adoption of innovation in higher education. Retrieved from Virginia Polytechnic Institute and State University (Accession No. 13625).\nMartin, S., Farnan, J., & Arora, V. (2013). FUTURE: New strategies for hospitalists to overcome challenges in teaching and today’s wards. Journal of Hospital Medicine, 8(7), 409–413.\nMason, G., Shuman, T., & Cook, K. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430–435.\nMatar, N. (2015). Evaluating e-learning system use by “CBAM—stages of concern” methodology in Jordanian Universities. World of Computer Science and Information Technology Journal, 5(5), 78–81.\nMaxwell, J. A. (2017). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: SAGE.\nO’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85–95.\nPrensky, M. (2016). Education to better their world: Unleashing the power of 21st-century kids. New York: Teachers College Press.\nProber, C., & Khan, S. (2013). Medical education reimagined: A call to action. Academic Medicine, 88, 1407–1410.\nRandall, J. H. (2016). Stages of faculty concern about teaching online: Relationships between faculty teaching methods and technology use in teaching. Retrieved from ERIC. (ERIC No. ED571076).\nSahin, A., Cavlazoglu, B., & Zeytuncu, Y. E. (2015). Flipping a college calculus course: A case study. Educational Technology and Society, 18(3), 142–152.\nSeery, M. K. (2015). 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