Design a problem-based flipped classroom learning environment to promote postgraduates' research writing performance and perception.
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| Title: | Design a problem-based flipped classroom learning environment to promote postgraduates' research writing performance and perception. |
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| Authors: | Wan, Ping1 (AUTHOR) wanping96@126.com, Gu, Xiaoqing1 (AUTHOR) xqgu@ses.ecnu.edu.cn |
| Source: | Educational Technology Research & Development. Dec2025, Vol. 73 Issue 6, p3763-3788. 26p. |
| Subject Terms: | *Problem-based learning, *Flipped classrooms, *Critical thinking, *Educational evaluation, *Graduate students, *Readability (Literary style), *Academic discourse, Report writing |
| Abstract: | This study aimed to examine writing performance, critical thinking tendency, and research writing reflection among postgraduates with different reading levels across different subject professional backgrounds. A problem-based flipped classroom learning environment was implemented to enhance graduates' research writing performance and perceptions. A total of 28 first-year postgraduates participated. The result revealed significant differences in research writing performance and critical thinking tendency between students with low reading levels (LRL) and those with high reading levels (HRL). Additionally, an interaction effect was observed between reading level and subject professional background on graduates' critical thinking tendencies. In the LRL group, the critical thinking tendency of students in this major is significantly higher than that of students in non-majors. Furthermore, Epistemic Network Analysis (ENA) indicated significant differences in research writing reflections between students with different reading levels and pre-test and post-test. However, no significant differences were found across different subjects professional backgrounds. These findings demonstrate that problem-based flipped classroom learning can improve research writing performance and perception. From the teaching perspective, it provides a reference for writing instruction. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190277592 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Design a problem-based flipped classroom learning environment to promote postgraduates' research writing performance and perception. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wan%2C+Ping%22">Wan, Ping</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> wanping96@126.com</i><br /><searchLink fieldCode="AR" term="%22Gu%2C+Xiaoqing%22">Gu, Xiaoqing</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> xqgu@ses.ecnu.edu.cn</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Dec2025, Vol. 73 Issue 6, p3763-3788. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br />*<searchLink fieldCode="DE" term="%22Readability+%28Literary+style%29%22">Readability (Literary style)</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Report+writing%22">Report writing</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study aimed to examine writing performance, critical thinking tendency, and research writing reflection among postgraduates with different reading levels across different subject professional backgrounds. A problem-based flipped classroom learning environment was implemented to enhance graduates' research writing performance and perceptions. A total of 28 first-year postgraduates participated. The result revealed significant differences in research writing performance and critical thinking tendency between students with low reading levels (LRL) and those with high reading levels (HRL). Additionally, an interaction effect was observed between reading level and subject professional background on graduates' critical thinking tendencies. In the LRL group, the critical thinking tendency of students in this major is significantly higher than that of students in non-majors. Furthermore, Epistemic Network Analysis (ENA) indicated significant differences in research writing reflections between students with different reading levels and pre-test and post-test. However, no significant differences were found across different subjects professional backgrounds. These findings demonstrate that problem-based flipped classroom learning can improve research writing performance and perception. From the teaching perspective, it provides a reference for writing instruction. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190277592 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11423-025-10539-1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 3763 Subjects: – SubjectFull: Problem-based learning Type: general – SubjectFull: Flipped classrooms Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Graduate students Type: general – SubjectFull: Readability (Literary style) Type: general – SubjectFull: Academic discourse Type: general – SubjectFull: Report writing Type: general Titles: – TitleFull: Design a problem-based flipped classroom learning environment to promote postgraduates' research writing performance and perception. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wan, Ping – PersonEntity: Name: NameFull: Gu, Xiaoqing IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10421629 Numbering: – Type: volume Value: 73 – Type: issue Value: 6 Titles: – TitleFull: Educational Technology Research & Development Type: main |
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