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.

No abstract

No abstract

No abstract

A bibliometric analysis of scholarly articles on picture books between 1992 and 2017 portrays both the worldwide and Asian trends based on the development of picture book research for the past 26 years. The findings are based on an analysis of 21,450 references to 619 articles on picture books in 295 journals indexed by the Web of Science. Four composite themes consistently emerge from the analysis are: (a) Reading intervention for young children; (b) Toddlers' transference through picture book illustrations to the real world; (c) gender equity issues; and (d) Special education concerns. The first two themes centre on early childhood education, whereas the other two focus on human rights. The potential themes in 80 articles, taken from 65 journals, present the inherent characteristics/features found in picture book research among 12 Asian countries. Although results present four core themes that have formed worldwide on the topic over the past 26 years, there are five specific themes generated in the context of this topic in Asia, along with three common themes. Computer-assisted instruction and educational technology are seen to be a potential trend in future picture book research related to Asia.