Promoting learning passion for students in higher education is a vital and challenging issue. Due to the swift changes in society and technology development, many convenient and interesting technologies increasingly interfere with students’ learning performances and reduce students’ motivation for attending classes. For example, mobile games and social networking have led students to lose their passion for learning. MAPS (Mind Mapping, Asking Questions, Presentation, Scaffolding Instruction) is a flipped teaching model which has been proved as an effective approach to increasing students’ reflective learning, allowing students to devote to self-learning and recovering their passion for learning. Thus, this study employed a MAPS teaching strategy that adopts a point-earning approach to encourage students to learn from peer feedback while the teacher can understand students’ learning from the process. When the class is over, students can exchange the points for other rewards through a bidding mechanism which encourages students to regain passion for learning. The concept of Scaffolding Instruction points out that allowing students to sense positive peer pressure, which is caused by their peers’ improvements, and the atmosphere where their peers are studying hard can enhance their learning motivation and reflection. The empirical results of this study found that peer assessment and feedback can improve the learning effectiveness of students with poor performance.

Corporate knowledge becomes enterprise strategic resources for sustaining corporate competitiveness by transferring irreplaceable diversified knowledge among employees. One key challenge for enterprises is to ensure that employees mutually and effectively share knowledge. This study integrates a social exchange perspective to understand key factors conducive to successful knowledge transfer in two dimensions: velocity and viscosity. Three key construct areas are examined for influence on the two dependent variables: micro levels (individual and group), macro level (organizational), and knowledge factors. 225 knowledge management system users in 15 companies were surveyed. A path analysis was used to validate 17 proposed hypotheses, with four major findings reported as results: 1) all eight predictive factors exhibited significant influence on both dependent variables; 2) measures of both dependent variables persistently increased with positive influence from common factors of articulability, incentives and training; 3) the organization must consider differential effects of knowledge, individuality, and organization on the two dependent variables; and 4) some factors potentially negatively affect dependent variables. For example, excessive interaction may decrease velocity, while employees with high perceived self-efficacy may decrease velocity and viscosity.