This paper aims to quantify the effects of flipped classrooms in higher education by reviewing 43 empirical studies of students’ cognitive, affective, and interpersonal outcomes. The innovative pedagogy of a flipped classroom in higher education fosters a sustainable, interactive, and student-centered learning environment (as opposed to the traditional lecture style, in which there is little room for interaction). This study’s results show the positive effects of flipped classrooms and highlight the improvement in students’ educational outcomes between 2012 and 2017. Overall, effect sizes were medium—effect size (ES) = 0.35, 95% confidence interval (CI) = 0.24 to 0.47—across three outcome domains using a random effects model. In the outcomes, affective (ES = 0.59), interpersonal (ES = 0.53), and cognitive (ES = 0.24) domains were of a higher order than the effect sizes. However, the results indicated that flipped classrooms benefitted students studying chemistry, engineering, mathematics, and physics less than they did students studying other subjects.

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The aim of this study was to examine the predictors of pre-service teachers' use of Web 2.0 tools during a teaching internship, after a course that emphasized the use of the tools for instructional activities. Results revealed that integrating Web 2.0 tools during their teaching internship was strongly predicted by participants' perceived enjoyment in using the tools in the communication technology course. The results of this study indicate the importance of active engagement and enjoyment in the integration and implementation of Web 2.0 technologies in teaching environments by pre-service teachers. As the comfort level and enjoyment increases by virtue of the employment of Web 2.0 tools by the pre-service teachers, teacher educators can expect from their students increased motivation, effectiveness, and competence in integrating technology into their curriculum.

This study aims to examine the determining factors of teachers’ continuance intention to integrate technology in a smart classroom of schools in underserved areas. Smart classrooms provide a supportive learning environment for students by equipping them with advanced multi-functional and mobile technologies. A smart classroom can provide opportunities for teaching and learning by facilitating curriculum implementation and encouraging student success. The sustainable integration of technology in a smart classroom depends on the teacher’s ability to effectively utilize digital technology in the classroom. We assessed teachers’ perceptions of their technology integration by building a research model for sustainable technology integration in an underserved area in South Korea. For this, we included four aspects of teachers’ perceptions: the frequency of technology integration, the effort toward instructional practices, student change, and continuance intention. Data were gathered via a self-administered online survey with a sample of teachers who are participating in a smart school program and were analyzed using partial least squares structural equation modeling. The findings of the study show that teachers in smart classrooms are motivated to continue technology integration when they experience positive changes among students after employing smart classroom technologies. The research findings can contribute to the efforts of educators, scholars, and policy-makers to pursue sustainable development in underserved area schools.

This article discusses three perceived challenges in the field of human performance technology: a missing link from training to performance, limitations in gap analysis and cause analysis, and a lack of attention to business and organization performance. It then provides possible alternatives for each issue, such as instructional system development frameworks for organizational learning, a soft performance technology framework, and a proposed framework for four levels of performance.

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This study aimed to explore some critical issues and propose future research topics regarding ‘career motivation’ through content analysis of past research. To do this, the researchers selected 77 domestic/international articles that dealt with the concept of career motivation. We reviewed research trends and issues found in the fields, methods, and themes of research and its publication years. The research found that career motivation articles were published mostly from 2015 to 2021 and that a majority of articles utilized quantitative research methods, especially survey methods. In terms of research fields, international papers were published mainly in the field of education services, while surveys across domestic papers were carried out mostly on the employees of the manufacturing industry. To review research themes systematically, the researchers employed system framework, Input-Process-Output, and investigated research topics from individual and organizational viewpoints. The results revealed insufficient qualitative exploration of the deep meaning and working dynamics of career motivation. In contrast, a sufficient number of studies about the quantitative causal relationship between career motivation and other variables were carried out. This study discussed the implications of the research results and proposed future research topics as a conclusion.