John C. Cummins

Use of the flipped classroom instructional model in higher education: instructors’ perspectives

The flipped classroom model is an instructional model in which students learn basic subject matter knowledge prior to in-class meetings, then come to the classroom for active learning experiences. Previous research has shown that the flipped classroom model can motivate students towards active learning, can improve their higher-order thinking skills, and can improve their collaborative learning skills. However, most current studies focus on students’ experiences with flipped classroom learning. Because so few studies address the instructor’s perspective, and instructors’ perspectives on technology integration can directly influence their practice of incorporating technology in instruction, this study sought to focus on instructors. This paper is a qualitative case study that reveals instructors’ experiences and perspectives on using the flipped classroom model in instruction. Structured interviews were conducted with eight faculty members who either previously had used or planned to use the flipped classroom model. Findings include instructors’ perceived definitions of the flipped classroom, how they improved teaching and learning by using the flipped classroom model, their perceived benefits and challenges of the flipped classroom, and perceived approaches of using it in an effective way. The participants also recommended peer assistance among instructors as valuable support to implement the flipped classroom model in instruction successfully.

Viscosity-temperature relationships of soybean oil emulsions and their implications for oil retention by apple and peach leaves

Summary The retention of spray droplets is influenced by properties of the spray solution such as viscosity, and by the morphology of the target surface. The objectives of this study were: (i) to determine the retention of emulsions of 1% (v/v) soybean oil with Latron B-1956®, K1™, or Telomer™; (ii) the retention of 1% (v/v) Ballistol™, 1% (v/v) Soy Gold 1000™ and 1% (v/v) Soy Gold 2000™ emulsions in water by ‘Golden Delicious’ apple (Malus pumila Mill.) and ‘Red Haven’ peach [(Prunus persica (L.) Batsch] leaves; and (iii) the influence of temperature on the viscosity of the emulsifiers used in soybean oil sprays. The viscosity of all emulsifiers, at all concentrations tested in soybean oil or in their pure form, ranging from 160 – 28,000 centipoise, declined with increasing temperature. Telomer had the greatest viscosity, followed by K1™, Latron B-1956®, and Ballistol™. Retention of soybean oil emulsions by apple and peach leaves was greatest for soybean oil emulsified with K1™ (80 and 74 μg cm−2, respectively), followed by Latron B-1956® (48 and 52 μg cm−2, respectively), and Ballistol™ (38 and 42 μg cm−2, respectively). Soy Gold 1000™ (24 and 28 μg cm−2, respectively) and Soy Gold 2000™ (9 and 14 μg cm−2, respectively) were retained least by apple and peach leaves. There were no significant differences in soybean oil retention between peach and apple leaves. This study demonstrated that the retention of soybean oil was related to the viscosity of the emulsifier (i.e., the higher the viscosity of the emulsifier, the greater the retention of the soybean oil). We suggest that soybean oil emulsions formulated for pest control would work most effectively with an emulsifier possessing high viscosity.