Bibliometric analysis of flipped classroom publications from the Web of Science Core Collection published from 2000 to 2019
| Autor: | Jia-Fen Wu, Hsin-Luen Tsai, Huan-Liang Tsai |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Bibliometric analysis
Science (General) 020205 medical informatics Computer science Communication 05 social sciences 050301 education Health Informatics 02 engineering and technology Flipped classroom Visualization World Wide Web Q1-390 Core (graph theory) 0202 electrical engineering electronic engineering information engineering Co authorship 0503 education |
| Zdroj: | Science Editing, Vol 7, Iss 2, Pp 163-168 (2020) |
| ISSN: | 2288-7474 2288-8063 |
| DOI: | 10.6087/kcse.212 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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