scholarly journals Bibliometric analysis of flipped classroom publications from the Web of Science Core Collection published from 2000 to 2019

2020 ◽  
Vol 7 (2) ◽  
pp. 163-168
Author(s):  
Hsin-Luen Tsai ◽  
Jia-Fen Wu
Keyword(s):  
United States ◽  
Science Citation Index ◽  
Flipped Classroom ◽  
Course Design ◽  
Citation Index ◽  
Hot Spot ◽  
The United States ◽  
Science Citation ◽  
Highly Cited Articles ◽  
Highly Cited

Purpose: This study analyzed the bibliometric characteristics of flipped classroom publications in the Social Science Citation Index and Science Citation Index Expanded from 2000 to 2019. Methods: The terms related to “flipped classroom” and “inverted learning” were the keywords for searching journal articles on January 3, 2020. Results: There are 645 articles (including 33 early-access articles), representing 1,938 authors in the 210 journals scanned. The United States, China, and Taiwan were three leading countries/regions in this field. In the top 10 countries, to 10 institutions, the top eight most-cited journals were identified by either the number of publications or the number of citations. Hot-spot themes from the 24 highly-cited articles and author keyword co-occurrence analysis focus on empirical research in the flipped classroom, the overall feasibility of the flipped classroom course design and practical model, and students’ performances, and student-regulated learning (active learning and readiness) outcomes. Conclusion: TThe results indicate that the United States dominated flipped classroom research, originating most of the highly-cited articles, having more prolific authors, and presenting the most-cited institutions. Furthermore, little research has been undertaken into arriving at an understanding of evidentiary effectiveness or consistency in a flipped classroom. Based on the trends identified, we need a call for more specific types of research into the effectiveness of flipped classroom studies and systematic reviews.

Highly cited articles in malaria research: a bibliometric analysis

2017 ◽  
Vol 36 (2) ◽  
pp. 45-57 ◽  
Author(s):  
Shankar Reddy Kolle ◽  
M.S. Vijayashree ◽  
T.H. Shankarappa
Keyword(s):  
Science Citation Index ◽  
Web Of Science ◽  
Citation Index ◽  
Science Citation ◽  
National Academy Of Sciences ◽  
Malaria Research ◽  
Content Type ◽  
The Usa ◽  
Highly Cited Articles ◽  
Highly Cited

Purpose The purpose of this paper is to reveal the bibliometric characteristics of highly cited articles in Malaria research for the period of 1991-2015. Design/methodology/approach The data of highly cited articles for the period of 1991 to 2015 were extracted from the Science Citation Index Expended of Web of Science. The keyword “Malaria” was used as topic term to search documents that contained this word in the title or keyword or abstract of the documents that published in 1991 to 2015. A total of 1,614 articles having TC2015 = 100 were retrieved as highly cited articles for further analysis, and Microsoft excel was used for the analysis purpose. Findings A total of 1,614 of highly cited articles were published in the 230 journals for the period of 1991 to 2015, and majority of the articles were appeared in journals that have top impact factor. The articles published in the 2011s have greater average citations and authors per article. Six journals have produced almost a quarter of highly cited articles and remaining articles were published in 224 journals. Proceedings of the National Academy of Sciences of the USA was the most productive journal with 154 articles, which accounts for 9.53 per cent of the total articles, followed by Lancet (110; 6.81 per cent). We found degree collaboration value of 0.971 for the articles, which indicates the clear dominance of multiple authors in publication of highly cited articles in Malaria research. In this study, new indictor called P index was applied for the evaluation of the author’s productivity. As per the p-value, the White, NJ has emerged as the most productive author with the p-value of 0.41 (61 articles), followed by Marsh, K (p = 0.33), Nosten, F (p = 0.32) and Snow, RW (p = 0.31). The USA and the UK were the most productive countries. The article entitled as “Global and regional burden of disease and risk factors, 2001: systematic analysis of population health data” contributed by Lopez et al. (2006) was the most cited article with 2,245 citations in 2015. Research limitations/implications The data for the present study was limited to the publications that indexed in Science Citation index Expended of Web of Science. Originality/value This paper would be useful to the researchers to know the trends and achievements in the Malaria research and also to the library and information science professionals in collection building process.

scholarly journals Bibliometric analysis of publications on inclusive education from the Web of Science Core Collection published from 1992 to 2020

2021 ◽  
Vol 8 (1) ◽  
pp. 79-84
Author(s):  
Jia-Fen Wu ◽  
Xiaoxiao Lin
Keyword(s):  
United States ◽  
Inclusive Education ◽  
Core Collection ◽  
Web Of Science ◽  
Citation Index ◽  
The United States ◽  
Teachers Attitudes ◽  
The Web ◽  
Highly Cited Articles ◽  
Highly Cited

Purpose: This study analyzed the bibliometric characteristics of publications on inclusive education in the Social Science Citation Index and Science Citation Index Expanded in the Web of Science Core Collection from 1992 to 2020.Methods: Terms related to “inclusive education” and “inclusion of education” were used as keywords to search for journal articles on July 3, 2020.Results: There were 1,786 articles, representing 3,376 authors, in the 345 journals scanned. The United States, United Kingdom, and Australia were the three leading countries/regions in this field. In the top 12 countries, the top 15 institutions and the top 10 most-cited journals were identified by either the number of publications or the number of total citations. Core themes from the 30 most highly-cited articles were teachers’ attitudes, teachers’ self-efficacy, and the effects of inclusive education. Teachers included both pre-service and in-service teachers; students represented those with and without special educational needs.Conclusion: The results indicate that the United States, United Kingdom, and Australia dominated inclusive education research, originating most of the highly-cited articles, having more prolific authors, and presenting the most-cited institutions. Furthermore, three emerging core themes from the 30 most highly-cited articles were teachers’ attitudes, teachers’ self-efficacy, and the effects of inclusive education. Frontline teachers are recommended to submit manuscripts about their teaching experiences to the most-cited journals, which have a large readership. To measure the effects of inclusive education, it is essential to formulate reliable, valid, and culture-free research instruments for future studies.

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