A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings

Author(s):  
Di Zou ◽  
Shuqiong Luo ◽  
Haoran Xie ◽  
Gwo-Jen Hwang
2016 ◽  
Author(s):  
Robert Z. Selden ◽  
Thomas J. Williams ◽  
Nancy Velchoff ◽  
Michael B. Collins

On August 19, 2016, selected Clovis artifacts from the Gault site (41BL323) were scanned in advance of a large collaborative research project. These data were collected using a NextEngineHD running ScanStudioHD Pro, and were post-processed in Geomagic Design X 2016.0.1. All data associated with this project have been made publicly available (open access) and are accessible in Zenodo under a Creative Commons Attribution license, where they can be downloaded for use in additional projects and learning activities. These data have the capacity to augment a variety of research designs spanning the digital humanities, applications of geometric morphometrics, and many others. Additionally, these scans will augment a wide range of comparative research topics throughout the Americas and beyond. Reuse potential for these data is significant.


2018 ◽  
Vol 03 (04) ◽  
pp. 1850014 ◽  
Author(s):  
Yang Lu

This paper presents a systematic review of empirical research on cybersecurity issues. 14 empirical articles about cybersecurity, published in the two top IS journals, MISQ (12) and ISR (2), between 2008 and 2017, were selected and analyzed, classified into three categories: individual level (non-work setting), employee level (work setting), and organization level (policy/regulation environment). This paper provides a holistic picture of cybersecurity issues, for instance, fundamental theories, impressive research methods, and influencing factors. More importantly, for the first time an integrative framework was developed by R Project, which potentially text-mines end-users’ behaviors and decision-making processes toward cybersecurity under the circumstance of security breach. Some explanations of extant empirical study and potential research are addressed and discussed as well.


2020 ◽  
pp. 1069031X2097318
Author(s):  
Hao Liu ◽  
Klaus Schoefer ◽  
Fernando Fastoso ◽  
Efstathia Tzemou

Extensive research has investigated how perceived brand globalness (PBG) and perceived brand localness (PBL) affect brand preference since Steenkamp, Batra, and Alden’s (2003) landmark article. In this systematic literature review, we organize and synthesize the literature on PBG and PBL by analyzing 95 articles published in the past 17 years. We identify similarities, inconsistencies, and omissions in the literature by investigating different conceptualizations of PBG and PBL, boundary conditions of PBG and PBL effects on brand preference, psychological mechanisms through which PBG and PBL affect brand preference, the theoretical foundations underlying PBG and PBL research, and methodological approaches used in the literature. The study outlines avenues for further research based on prior research and current global trends, such as hybridization/glocalization marketing strategies, antiglobalization trends, and digitalization.


2001 ◽  
Vol 1 (S3) ◽  
Author(s):  
Sandy Oliver ◽  
Lorna Clarke-Jones ◽  
Rebecca Rees ◽  
Phyll Buchanan ◽  
John Gabbay ◽  
...  

2021 ◽  
Author(s):  
Rachel Lechcier-Kimel

The present paper provides a systematic review of the current literature on parent-child connectedness (PCC) through a critical analysis of existing research on the topic. By focusing on the numerous ways the construct of PCC extends beyond the scope of traditional attachment theory, this paper attempts to make PCC more relevant to individuals of varied age, gender, culture and socioeconomic backgrounds. An explanation of PCC as a dependent variable is presented as a means of strengthening the understanding of the construct, and an extensive evaluation of its theoretical foundations is included in order to operationalize this understanding. This paper concludes by suggesting the benefit in broadening the awareness of PCC and by providing recommendations for future research.


2016 ◽  
Author(s):  
Robert Z. Selden ◽  
George T. Crawford

Between February 8-11, 2016, selected artifacts from the Blackwater Draw National Historic Landmark (LA3324) were scanned in advance of a grant proposal to digitally aggregate the Clovis-era artifacts from the Clovis type site. These data were collected using a NextEngineHD running ScanStudioHD Pro, and were post-processed in Geomagic Design X 2016.0.1. All data associated with this project have been made publicly available (open access) and are accessible in Zenodo under a Creative Commons Attribution license, where they can be downloaded for use in additional projects and learning activities. These data have the capacity to augment a variety of research designs spanning the digital humanities, applications of geometric morphometrics, and many others. Additionally, these scans will augment a wide range of comparative research topics throughout the Americas and beyond. Reuse potential for these data is significant.


2020 ◽  
pp. 18-27
Author(s):  
Alexandro ESCUDERO-NAHÓN ◽  
Emma Patricia MERCADO-LÓPEZ

The Flipped Classroom is an educational model that asks students to study educational content at home and come to the classroom for learning activities. This promotes meaningful learning with the help of digital technologies. The aim this documentary research was to analyze the relationship between the Flipped Classroom and learning meaningful, through Conceptual Cartography, in order to propose an evaluation model for Flipped Classroom. To achieve this, the documentary research method called Conceptual Cartography was applied, which is developed in four phases: The findings suggest that, theoretically, there is a direct relationship between the Flipped Classroom and meaningful learning. This relationship is based on the theoretical principles of constructivism. However, there are no specific instructional designs for the Flipped Classroom and, so far, the evaluation of the Flipped Classroom has focused on students' perception of the model and not on their significant learning. In conclusion, although the Flipped Classroom does easily admit constructivist theoretical foundations when promoting meaningful learning, this relationship has not been reflected in its own instructional designs, nor in properly constructivist evaluation models.


2021 ◽  
Author(s):  
Edda van Meurs ◽  
Jona Greve ◽  
Bernd Strauss

Social facilitation is one of the most prominent and oldest research topics in (social) psychology. It is the “increase in response merely from the sight or sound of others making the same movement” (Allport, 1924, p. 262) or conditions of “sheer presence of other individuals” (Zajonc, 1965, p. 269). Experiments found facilitation, inhibition or no effect (Bond & Titus, 1983), argued to be a function of task difficulty (Zajonc, 1965). In humans, cognitive tasks have been studied more frequently than motor tasks. Skill-based tasks (i.e., coordination-based) are hypothesized to be negatively affected by the presence of others due to a higher cognitive load (overload hypothesis, Manstead & Semin, 1980), whereas performances in effort-based tasks (i.e., condition-based) should profit due to increased readiness.In a first step, a systematic search of several databases was conducted, identifying articles comparing motor-task performance in the presence of or in coaction with others and alone. We identified N=72 articles investigating motor-related human performance (5,419 participants), published between 1924 and 2019. Effort-based tasks appeared to be facilitated, while within skill-based tasks, differences between tasks performed under time pressure and precision pressure were identified (cf. Bond & Titus, 1983).In a second step, we conducted a meta-analysis (N=28) with subsequent moderator analyses. The results generally align with the systematic review. Moreover, the experimenter’s influential presence was emphasized. Finally, this review supports the overload hypothesis and draws conclusions for the state of the theory and experimental limitations specific to social-facilitation research on motor tasks.


Sign in / Sign up

Export Citation Format

Share Document