Search

Objectives: In the past, an inherent dilemma in the education field was the difficulty in stimulating self-regulated learning. Flipped education, i.e., flipped teaching and learning, changed the teaching model, with a strategy of increasing students’ active learning during class time through a transformation of teaching and learning methods that enable students to build learning and knowledge on their own. This study investigates the impact of field-based flipped courses on college students taking up self-regulated learning and their learning performance. Methods: This study considers a national university in central Taiwan that adopts 34 field flipped teaching courses and 796 non-degree students from four colleges across all grades as the research objects, and conducts statistical analysis using descriptive statistics, t-test, ANOVA, Pearson’s correlation, and regression analysis on questionnaires to evaluate the association among variables. Findings: 1. With respect to the understanding of the uniqueness of field-based flipped teaching before and after the courses, there were differences among students in the Colleges of Education, Humanities, and Management. 2. In terms of students’ learning performance in the course pertaining to mastery over core literacy, there were differences between students of the Colleges of Education and Humanities at the beginning of the flipped-learning course. 3. There were differences among the students of Colleges of Education, Humanities, and Science and Technology in the later stage of the flipped-learning course. 4. Differences were found in the pre-test of learning performance at the grade level. 5. Self-regulated learning correlated with learning performance. 6. Field-based flipped teaching correlated with learning performance. 7. Self-regulated learning had a mediating effect on field-based flipped teaching and learning performance. Innovations: There is a little systematic discussion on the emergence and impact of flipped teaching in higher education currently in Taiwan. The authors found correlations among flipped teaching, self-regulated learning, and learning performance from the data, as well as discovered that self-regulated learning had a mediating effect on learning performance in field-based flipped teaching. Value: Making the university, when the curriculum arrangement and the development of the unique curriculum map of higher education in the future, possible to be linked with the local revitalization thinking in addition to the general curriculum, as well as being closely integrated with the local people and matters through field-flipped courses, and sustainably interacting therewith to practice university social responsibility.

The purpose of this study is to examine the direct and moderating effects of internal endowment and external dynamism on capability reconfiguration, which in turn has a positive impact on a firm’s post-reconfiguration performance. A researcher-designed survey questionnaire was developed based on multiple works and subsequently administered with a final sample of 266 Vietnamese small and medium enterprises engaged in manufacturing industries. As a result, we find that internal endowment and external dynamism positively impact a firm’s capability reconfiguration and post-reconfiguration performance consequently. This empirical research provides four major contributions that supplement the extant literature. First, the internal endowment sponsored by resource abundance and absorptive capacity enables both a firm’s capability evolution and capability substitution. Second, the external dynamism in terms of market turbulence, technology turbulence, and competitive intensity directly affects the enterprise’s capability reconfiguration and positively moderates the relationship between internal endowment and capability reconfiguration. Third, this study demonstrates that the firm’s engagement on capability reconfiguration once in line with external and internal factors can help maintain its post-reconfiguration performance. Finally, the primary data collected in Vietnam offers a firsthand investigation of the catching-up economy to be compared with the research findings available in developed countries.

This paper sets out to explore the patterns of technological change and knowledge spillover in the field of flat panel display (FPD) technology, along with the catching-up behavior of latecomers, through the analysis of US patents and patent citations between 1976 and 2005. Our results show that: (i) the catching-up by FPD technology latecomers began at the transition stage (1987-1996) when the dominant design became established in areas with high ‘revealed technology advantage’ (RTA); (ii) there is no apparent localization of knowledge spillover amongst FPD technology latecomers; instead, higher citation frequencies of forerunners’ patents were found in latecomers’ FPD patents during the transition (1987–1996) and post-dominant design (1997–2005) stages and; and (iii) a few extraordinary peaks were found in the citation frequency of forerunners’ patents at long citation lags in latecomers’ FPD patents, particularly during the transition stage (1987–1996), indicative of the knowledge threshold which latecomers need to cross in order to catch up with forerunners.