Recent advances in technology and in ideology have unlocked entirely new directions for education research. Mounting pressure from increasing tuition costs and free, online course offerings is opening discussion and catalyzing change in the physical classroom. The flipped classroom is at the center of this discussion. The flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom. It represents a unique combination of learning theories once thought to be incompatible—active, problem-based learning activities founded upon a constructivist ideology and instructional lectures derived from direct instruction methods founded upon behaviorist principles. This paper provides a comprehensive survey of prior and ongoing research of the flipped classroom. Studies are characterized on several dimensions. Among others, these include the type of in-class and out-of-class activities, the measures used to evaluate the study, and methodological characteristics for each study. Results of this survey show that most studies conducted to date explore student perceptions and use single-group study designs. Reports of student perceptions of the flipped classroom are somewhat mixed, but are generally positive overall. Students tend to prefer in-person lectures to video lectures, but prefer interactive classroom activities over lectures. Anecdotal evidence suggests that student learning is improved for the flipped compared to traditional classroom. However, there is very little work investigating student learning outcomes objectively. We recommend for future work studies investigating of objective learning outcomes using controlled experimental or quasi-experimental designs. We also recommend that researchers carefully consider the theoretical framework used to guide the design of in-class activities. 1 The Rise of the Flipped Classroom There are two related movements that are combining to change the face of education. The first of these is a technological movement. This technological movement has enabled the amplification and duplication of information at an extremely low-cost. It started with the printing press in the 1400s, and has continued at an ever-increasing rate. The electronic telegraph came in the 1830s, wireless radio in the late 1800s and early 1900s, television in the 1920s, computers in the 1940s, the internet in the 1960s, and the world-wide web in the 1990s. As these technologies have been adopted, the ideas that have been spread through their channels have enabled a second movement. Whereas the technological movement sought to overcome real physical barriers to the free and open flow of information, this ideological movement seeks to remove the artificial, man-made barriers. This is epitomized in the free software movement (see, e.g., Stallman and Lessig [67]), although this movement is certainly not limited to software. A good example of this can be seen from the encyclopedia. Encyclopedia Britannica has been P ge 23200.2 continuously published for nearly 250 years [20] (since 1768). Although Encyclopedia Britannica content has existed digitally since 1981, it was not until the advent of Wikipedia in 2001 that open access to encyclopedic content became available to users worldwide. Access to Encyclopedia Britannica remains restricted to a limited number of paid subscribers [21], but access to Wikipedia is open, and the website receives over 2.7 billion US monthly page views [81]. Thus, although the technology and digital content was available to enable free access to encyclopedic content, ideological roadblocks prevented this from happening. It was not until these ideologies had been overcome that humanity was empowered to create what has become the world’s largest, most up-to-date encyclopedia [81]. In a similar way, we are beginning to see the combined effects of these two movements on higher education. In the technological arena, research has made significant advances. Studies show that video lectures (slightly) outperform in-person lectures [9], with interactive online videos doing even better (Effect size=0.5) [83,51]. Online homework is just as effective as paper-and-pencil homework [8,27], and carefully developed intelligent tutoring systems have been shown to be just as effective as human tutors [77]. Despite these advancements, adoption has been slow, as the development of good educational systems can be prohibitively expensive. However, the corresponding ideological movement is breaking down these financial barriers. Ideologically, MIT took a significant step forward when it announced its OpenCourseWare (OCW) initiative in 2001 [53]. This opened access to information that had previously only been available to students who paid university tuition, which is over $40,000/yr at MIT [54]. Continuing this trend, MIT alum Salman Khan founded the Khan Academy in 2006, which has released a library of over 3200 videos and 350 practice exercises 2012. The stated mission of the Khan Academy is to provide “a free world-class education to anyone anywhere2012.” In the past year, this movement has rapidly gained momentum. Inspired by Khan’s efforts, Stanford professors Sebastian Thrun and Andrew Ng opened access to their online courses in Fall 2011. Thrun taught artificial intelligence with Peter Norvig, attracting over 160,000 students to their free online course. Subsequently, Thrun left the university and founded Udacity, which is now hosting 11 free courses [76]. With support from Stanford, Ng also started his own open online educational initiative, Coursera. Princeton, the University of Pennsylvania, and the University of Michigan have joined the Coursera partnership, which has expanded its offerings to 42 courses [10]. MIT has also upgraded its open educational initiative, and joined with Harvard in a $60 million dollar venture, edX [19]. EdX will, “offer Harvard and MIT classes online for free.” While online education is improving, expanding, and becoming openly available for free, university tuition at brick-and-mortar schools is rapidly rising [56]. Tuition in the University of California system has nearly tripled since 2000 [32]. Naturally, this is not being received well by university students in California [2]. Likewise, students in Quebec are actively protesting planned tuition hikes [13]. In resistance to planned tuition hikes, student protestors at Rutgers interrupted (on June 20, 2012) a board meeting to make their voices heard [36]. Adding fuel to the fire, results from a recent study by Gillen et al. [31] indicate that undergraduate student tuition is used to subsidize research. As a result, the natural question being asked by both students and educational institutions is exactly what students are getting for their money. This is applying a certain pressure on physical academic institutions to improve and enhance the in-person educational experience of their P ge 23200.3

/pdf/the-flipped-classroom-a-survey-of-the-research-51jsmetp3f.pdf

The flipped classroom: A survey of the research

This study examines the effect of online reviews on new product sales for consumer electronics and video games. Analyses of panel data of 332 new products from Amazon.com over nine months reveal that the valence of reviews and the volume of page views have a stronger effect on search products, whereas the volume of reviews is more important for experience products. The results also show that the volume of reviews has a significant effect on new product sales in the early period and such effect decreases over time. Moreover, the percentage of negative reviews has a greater effect than that of positive reviews, confirming the negativity bias. Thus, marketers need to consider the distinctive influences of various aspects of online reviews when launching new products and devising e-marketing strategies.

The Effect of Online Consumer Reviews on New Product Sales

This article explores the rich heritage of the boundary element method (BEM) by examining its mathematical foundation from the potential theory, boundary value problems, Green's functions, Green's identities, to Fredholm integral equations. The 18th to 20th century mathematicians, whose contributions were key to the theoretical development, are honored with short biographies. The origin of the numerical implementation of boundary integral equations can be traced to the 1960s, when the electronic computers had become available. The full emergence of the numerical technique known as the boundary element method occurred in the late 1970s. This article reviews the early history of the boundary element method up to the late 1970s.

https://www.olemiss.edu/sciencenet/benet/05eabeb.pdf

Heritage and early history of the boundary element method

The review is based on the author’s papers since 1985 in which a new approach to the separation of variables (SoV) has being developed. It is argued that SoV, understood generally enough, could be the most universal tool to solve integrable models of the classical and quantum mechanics. It is shown that the standard construction of the action-angle variables from the poles of the Baker-Akhiezer function can be interpreted as a variant of SoV, and moreover, for many particular models it has a direct quantum counterpart. The list of the models discussed includes XXX and XYZ magnets, Gaudin model, Nonlin

/pdf/separation-of-variables-new-trends-32z2ff7250.pdf

Separation of Variables : New Trends

Potential energy function and parameters for simulations of the molecular dynamics of proteins and nucleic acids in solution

LORD EUSTACE PERCY'S appointment as Minister of Education in the last government no doubt seemed to most people to have no particular significance. The new Minister, however, soon evinced unusual signs of wanting to see things for himself and of both forming opinions of his own and expressing them. This he did in an arresting manner, and with such an unusual avoidance of the customary rotund qualifying phrases of a cabinet-haunted Minister that there was on the part of some much fear, and on the part of others a good deal of hope, that he might end in some first-class indiscretion. Now Lord Eustace has written a book; yet his adversaries (if he still has any) can scarcely rejoice, for if it is coloured by any political cast of thought, the candour, the large-mindedness, and the courage exhibited in the book must surely disarm them. Education at the Crossroads. By Lord Eustace Percy. Pp. iv + 104. (London: Evans Bros., Ltd., n.d.) 5s. net.

Education at the Crossroads

THIS book reproduces the chief contributions which Prof. Armstrong has made to the literature of education from 1884 to the present time, with the addition of a parody by another hand of that most parodied of music hall lyrics, “The Absent Minded Beggar.” I have been so constantly in touch with Prof. Armstrong, and occasionally so closely associated with him, that the book comes to me in no degree as a new work, and I have perforce read it from the point of view of one who regards the mode of presentation of the case rather than the merits of the case itself. Though the work is entitled “The Teaching of Scientific Method,” its scope is much wider, for it is an indictment of our educational system from top to bottom, and an indication of how education is to be set right in its relation to all the arts of peace and war. The Teaching of Scientific Method and other Papers on Education. By Henry E. Armstrong Pp. x + 476. (London: Macmillan and Co., Ltd., 1903.) Price 6s.

The Teaching of Scientific Method and other Papers on Education

IT can confidently be said that the life-story of no man in the scientific world to-day, is likely to be of greater interest to us than that of Sir Oliver Lodge. There is more than one reason for this, but the one above all others which we would have Sir Oliver realise, is that he has gained a quite peculiar place in the regard of his fellow-countrymen. His eminence in science is known to the multitude, and there is no one who has shown greater gifts in teaching them about the things in science on which they particularly want more light. It may be quite true that it is Sir Oliver's concern with matters ‘psychic’ which has aroused the widest interest of all, and will, perhaps, secure him most readers. But those in science whose memories go back to his early days, will say that they saw him then clearly predestined to fame as a scientific discoverer and as a leading expositor of scientific thought to his generation. Past Years: an Autobiography. By Sir Oliver Lodge. Pp. 364 + 13 plates. (London: Hodder and Stoughton, Ltd., 1931.) 20s. net.

Past Years: an Autobiography

THIS is a book which is likely to have a most important influence on the teaching of chemistry, certainly in France, and probably in other countries. The fact that it is the first general treatise on chemistry from the hand of M. le Chatelier is sufficient in itself to attract the attention of chemists. But it is much more than, this; it, is an attempt to lead a reform of a far-reaching character, to part from traditions honoured by time, and to show university teachers a more excellent way of presenting the essential science of chemistry to the ever-increasing number of students who come to them for guidance. It is very rarely that a book on general chemistry appears which exhibits anything like the individuality that is to be found in M. le Chatelier's new work, one that is at the same time so free from extravagance in developing a new idea, and one, it may be added, that is so entirely worthy of study by all who have the duty of teaching chemistry. Lecons sur le Carbone. La Combustion. Les Lois chimiques. By H. le Chatelier. Pp. xiv+456. (Paris: Dunod and Pinat, and A. Hermann, 1908.) Price 12 francs.

Leçons sur le Carbone La Combustion Les Lois chimiques

A Manual of Chemical Analysis, Qualitative and Quantitative A Laboratory Guide in Qualitative Chemical Analysis A Short Course in Inorganic Qualitative Analysis

/pdf/a-manual-of-chemical-analysis-qualitative-and-quantitative-a-28z9dh9ptd.pdf

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