During the COVID-19 pandemic, the flipped classroom (FC) approach has been a prominent teaching and learning strategy. Despite its popularity, few studies have been undertaken to effectively measure student learning experiences in an FC learning environment. The purpose of this study is to assess the content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale, which is used to measure student learning experiences in a flipped classroom (FC) in the Saudi Arabian higher education environment. The content validity of the eight-dimension scale was examined using the three-tier methodology, including the content validity ratio (CVR) technique, based on the evaluations of selected experts in the field and factor analysis methodology. The results showed that 31 of the 32 items were accepted, with only one item being denied. The findings suggested that this instrument has a strong potential for usage as a valid scale to evaluate the quality of FC teaching and learning among higher education students.
This paper presents data from 417 undergraduate students on the relationship between the flipped classroom (FC) approach and students' learning satisfaction (SAT), as well as the impact of online learning anxiety (OLA) in the context of Saudi Arabian higher education. A 5-Likert scale questionnaire with 74 items on students' demographic information, flipped classroom approach, learning satisfaction, and online learning anxiety was used to collect the data. The dataset will be a valuable resource for policymakers, stakeholders, and academics seeking to better understand the most effective ways to implement the flipped classroom approach.
Over the past decades, research efforts are being devoted into utilizing the biomass waste as a major source of green energy to maintain the economic, environmental, and social sustainability. Specifically, there is an emerging consensus on the significance of glycerol (an underutilised waste from biodiesel industry) as a cheap, non-toxic, and renewable source for valuable chemicals synthesis. There are numerous methods enacted to convert this glycerol waste to tartronic acid, mesoxalic acid, glyceraldehyde, dihydroxyacetone, oxalic acid and so on. Among these, the green electro-oxidation technique is one of the techniques that possesses potential for industrial application due to advantages such as non-toxicity process, fast response, and lower energy consumption. The current review covers the general understanding on commonly used techniques for alcohol (C1 & C2) conversion, with a specific insight on glycerol (C3) electro-oxidation (GOR). Since catalysts are the backbone of chemical reaction, they are responsible for the overall economy prospect of any processes. To this end, a comprehensive review on catalysts, which include noble metals, non-noble metals, and non-metals anchored over various supports are incorporated in this review. Moreover, a fundamental insight into the development of future electrocatalysts for glycerol oxidation along with products analysis is also presented.
The Covid-19 outbreak necessitated the implementation of social distancing mechanisms, such as the enforcement of lockdowns in numerous nations. The lockdown has disrupted many parts of everyday life, but this unusual event has particularly affected education. The temporary closure of educational institutions ushered in dozens of new reforms, including a shift into the distance and online learning. This study investigates the transition from traditional education in physical classrooms to online and distance and online learning in pharmacy education during Covid-19, especially about the challenges and benefits of distance and online learning. We did Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) for literature sources between 2020 and 2022 (n.14). The study elaborates on how the transition has influenced teachers and students of pharmacy education. The research also summarizes several recommendations, which may assist in minimizing the adverse impacts of lockdown and encourage streamlined processes to distance and online learning, particularly in pharmacy education.