Jiahui Du

TL;DR: In this article , the authors explored the use of chatbots to support student goal setting and social presence in online activities and found positive learner experiences with both chatbots with regard to the chatbots' perceived usefulness and perceived ease of use.

TL;DR: This paper is the first to synthesise all relevant meta-analytic information using a second-order meta-analysis approach on the effectiveness of the flipped classroom on student learning outcomes by synthesising the findings of multiple primary meta-analyses instead of individual empirical studies.

TL;DR: In this article , a design model for fully online flipped classroom is proposed to support students' learning outcomes, behavioral, emotional, and cognitive engagement. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in classrooms, but rather online synchronously.

TL;DR: The authors explored the use of two types of chatbots in flipped learning online sessions: Quiz Chatbot and Self-Regulated Learning Chatbot, and evaluated the chatbot in terms of its perceived usefulness, and perceived ease of use.

TL;DR: A second-order meta-analysis procedure to summarize more than 10 years of research examining the following question: “Does the flipped classroom improve student cognitive and behavioral outcomes across STEM subjects as compared with non-flipped classroom?” showed that flipped classroom significantly improves student cognitive learning and student behavioral learning.