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Nowadays, teaching and learning activity employing the flipped classroom model has an important position in the process of providing education. This research aimed at identifying and analyzing articles examining the flipped classroom model that has been published in several reputable international journals issued in the 2010-2019 timeframe, which was conducted using bibliometric studies. The research was conducted using a 4-stages systematic mapping method: (1) searching for articles using the Publish or Perish application in the Scopus database, (2) classifying the articles for the bibliometric analysis, (3) checking and completing the metadata of those articles, and (4) conducting bibliometric analysis using VOSviewer application. The bibliometric analysis produced seven findings, as follows: (1) the trend of flipped classroom publications continued to increase from 2013-2019; (2) the ten most contributive journals has published 88 articles by 2019; (3) the ten most cited articles has produced 1,155 citations; (4) the three highest order of author keywords most widely used in flipped classroom articles were flipped classroom, active learning, and blended learning; (5) author collaboration with strong links only occurred in 21 authors through one document; (6) institutional collaboration with strong links formed through 28 collaborating institutions; and (7) state statistics were formed into three clusters and spread across various countries through contributions from authors who were in charge of 456 institutions. The flipped classroom model can be concluded as an educational model that is currently popular among researchers.

The scholarship on foreign language (FL) learning and teaching shows various ways Web 2.0 technologies are used to promote and ease communication and gives access to and cultural exchange of information, which are the main purposes of language learning. Despite prolific examination of strategies and impact of Web 2.0 to enhance language learning, researchers have not yet sufficiently examined technology practices initiated by students themselves to support their FL experiences and the awareness of this use. The present study reports on the findings of an exploratory survey research project that investigated university students' activities to use Web 2.0 sites to support their FL learning and awareness of those practices. Moreover, the study attempts to analyze students' reported actions through the framework of 5 Cs (communication, comparison, communities, cultures, connections) of ACTFL (American Council of Teaching on Foreign Languages). The data collected from 137 FL students revealed that students are moderately engaged with Web 2.0 technologies in their FL learning practices and use such tools primarily for comparing the foreign language and culture to the native language and culture in different mediums. Video sharing and Social Networking were reported as favorite tools to support students' foreign language learning experience.

This study was conducted to examine the relationship between metacognitive awareness of reading strategies (MARS), and academic attainments (AA) of undergraduate business students. It also investigated the relationship between reading practices (RP) and MARS. There are three different categories of MARS -- global, problem solving, and support reading strategies. The Metacognitive Awareness of Reading Strategies Inventory (MARSI), developed by Mokhtari and Reichard (2002) was used as the instrument for this study where the sample consisted of 571 male and female students of undergraduate business program from private and public universities of Karachi. The results showed Metacognitive Awareness of Reading Strategies significantly predicts academic attainments of university students. The findings suggest that conducting workshops or training sessions for promoting MARS may be helpful to enhance students' concentration towards the reading process that may affect their learning.

This survey study was designed to examine Pakistani university students' addiction levels of their smartphone use and to investigate the impact of smartphone addiction on their satisfaction with classroom connectedness. The data were gathered from 438 students at two universities. The participants came from both genders (258 male and 160 female) and included both undergraduate and graduate students. The findings of this study indicated that university students were highly addicted to the use of smartphones. The findings suggested significant differences in the levels of students' addiction to smartphones between undergraduate and graduate students. However, this study did not reveal significant differences in the students' addiction levels to the smartphones in respect of their gender or the academic disciplines they study. The simple linear regression analysis showed that smartphone addiction has a negative impact on the students' satisfaction with classroom connectedness. The results suggest that students' addiction to the smartphone prevents firm student-to-student connections in the class. Furthermore, smartphone addiction negatively affects the establishment of a cooperative and supportive learning environment. The findings of this research offer some significant implications for both researchers and practitioners in the field.

The phenomenon of "digital divide" is complex and multidimensional, extending beyond issues of physical access. The purpose of this study was to develop a scale to measure a range of factors related to digital divide among higher education faculty and to evaluate its reliability and validity. Faculty's Information and Communication Technology Access (FICTA) scale was tested and validated with 322 faculty teaching in public and private sector universities. Principal components analysis with varimax rotation confirmed an 8-factor solution corresponding to various dimensions of ICT access. The 57-item FICTA scale demonstrated good psychometric properties and offers researchers a tool to examine faculty's access to ICT at four levels--motivational, physical, skills, and usage access.

Literature on Web 2.0 experiences of higher education faculty in developing countries such as Pakistan is very limited. An insight on awareness and practices of higher education faculty with these tools can be helpful to map strategies and plan of action for adopting latest technologies to support teaching-learning processes in higher education of such countries. This survey study was aimed to examine the competence and practices of higher education faculty in Pakistan with Web 2.0 technologies such as blogs, Wikis, Google Docs, Skype, Flickr, YouTube, and social networks. The study was also focused to look for what type of role faculty play while using these tools; and to find whether any significant differences in terms of age, gender, or academic discipline exist in competence and usage of these tools by the faculty. The data were collected from a sample of 246 university teachers in the spring 2014 semester. The findings of the study indicated that faculty participants reported to use Web 2.0 social tools more frequently than instrumental tools. Similarly, their competence with social tools was higher than their competence with instrumental tools. Additional results indicated that their competence with Web 2.0 tools significantly differed with respect to their age, gender, and academic disciplines.

Extensive use of social networking sites by students and teachers makes educators and researchers to think whether they can be incorporated in instructional process to facilitate students' learning. This survey-based study records and examines Pakistani pre-service teachers' and teacher-educators' current uses of Facebook, and their attitudes toward using Facebook for collaborative learning, and to see if there is a significant relationship between participants' intensity of Facebook use and their attitude toward instructional use of Facebook. Results of the study indicated that pre-service teachers' and teacher-educators' motives for their current Facebook use are mainly limited for social purposes. Pre-service teachers' use of Facebook is more intensified than the use of Facebook by teacher-educators. Further, pre-service teachers showed more positive attitudes toward using Facebook for collaborative learning than the attitudes of their faculty. Findings also indicated a positive relationship between participants' Facebook intensity and their attitudes toward its use for collaborative learning.