Students’ Online Interaction Styles: Can They Change?

Past studies indicate that students demonstrate different online interaction styles, which consist of the ways or habits students acquire knowledge from computer-mediated discussions (Sutton, 2001). Such interaction styles include the active interaction style (Beaudion, 2002), the vicarious interaction style (Sutton, 2001), and the mixed or balanced-interaction style. The purpose of this exploratory study was to further investigate whether students’ online interaction styles changed during a course utilizing asynchronous computer-mediated discussions; and if so how and why they changed. Results indicate that such changes did take place as 44% of participants adjusted to more active learning styles as the courses progressed. This study has implications for the design of online learning environments, instructor’s role in online courses, and educational tools to facilitate students in adapting to more active interaction styles in computer-mediated learning environments

Instructor Perceptions of Quality Learning in MOOCs They Teach

Discussions regarding the instructional and learning value of Massive Open Online Courses (MOOCs) include the question of whether or not MOOC learners gain much value, if any at all, and has been a continuing debate since MOOCs began.  Skeptics argue that MOOCs lack academic rigor and are superficial, while proponents praise them as addressing important global issues of educational access and affordability, providing pathways to more substantial learning opportunities.  An important viewpoint in this conversation that warrants consideration is that of the professors/instructors who teach MOOCs and how they perceive the quality of learning that takes place in their MOOCs.  In this study, semi-structured qualitative interviews were used with three MOOC instructors and an inductive analysis approach that resulted in the emergence of three main themes.  The findings from this study suggest that instructors do believe that quality learning can take place within a MOOC and is often accomplished through social constructivism and self-regulated learning approaches.  Discussions, dialogues, negotiations, collaborations as well as learners accomplishing their intended goals in the course were all considered to be manifestations of quality learning in a MOOC.  Implications of the findings for additional research and practice are also discussed

Introduction to the Special Issue: Highlighting AERA’s Online Teaching and Learning SIG 2020

Introduction to the Special Issue: Highlighting AERA’s Online Teaching and Learning SIG 202

Introduction to the Special Issue: Highlighting AERA’s Online Teaching and Learning SIG 2021

The ten research articles in this year’s issue showcased research devoted to advancing high-quality online learning around four themes: learner engagement, the use synchronous video-based communication to support teaching, instructors’ perspectives and experiences, and pedagogical recommendations

Engaging National Guard and Reserve Families in Research

This study’s goal was to identify how to increase National Guard and Reserve military family participation in research. Compared to Active Duty, families of National Guard and Reserve members are more geographically dispersed and less connected to a military base which can prove problematic for research recruitment and participation. We conducted a focus group study with Service Members and spouses (N = 14) to ascertain their perspectives on (a) whether National Guard and Reserve families would be interested in participating in research studies, (b) potential effective strategies for recruitment, (c) ideal data collection procedures, and (d) how to retain these families in longitudinal studies. Information provided in the focus groups was assessed using open and axial coding for themes. The majority of participants indicated that National Guard and Reserve families would be interested and willing to participate in research. Participants delineated several perceived participation barriers, however. The most-cited obstacles were time constraints and limited proximity to research study locations. Service Members and spouses were unanimous in their noted preference for internet surveys and indicated that researchers need to build relationships with potential participants, particularly if they intend to retain military families in longitudinal studies

County-level hurricane exposure and birth rates: application of difference-in-differences analysis for confounding control

Abstract Background Epidemiological analyses of aggregated data are often used to evaluate theoretical health effects of natural disasters. Such analyses are susceptible to confounding by unmeasured differences between the exposed and unexposed populations. To demonstrate the difference-in-difference method our population included all recorded Florida live births that reached 20 weeks gestation and conceived after the first hurricane of 2004 or in 2003 (when no hurricanes made landfall). Hurricane exposure was categorized using ≥74 mile per hour hurricane wind speed as well as a 60 km spatial buffer based on weather data from the National Oceanic and Atmospheric Administration. The effect of exposure was quantified as live birth rate differences and 95 % confidence intervals [RD (95 % CI)]. To illustrate sensitivity of the results, the difference-in-differences estimates were compared to general linear models adjusted for census-level covariates. This analysis demonstrates difference-in-differences as a method to control for time-invariant confounders investigating hurricane exposure on live birth rates. Results Difference-in-differences analysis yielded consistently null associations across exposure metrics and hurricanes for the post hurricane rate difference between exposed and unexposed areas (e.g., Hurricane Ivan for 60 km spatial buffer [−0.02 births/1000 individuals (−0.51, 0.47)]. In contrast, general linear models suggested a positive association between hurricane exposure and birth rate [Hurricane Ivan for 60 km spatial buffer (2.80 births/1000 individuals (1.94, 3.67)] but not all models. Conclusions Ecological studies of associations between environmental exposures and health are susceptible to confounding due to unmeasured population attributes. Here we demonstrate an accessible method of control for time-invariant confounders for future research

The Edinburgh Cognitive and Behavioral ALS Screen (ECAS) in frontotemporal dementia

To examine the usefulness of the Edinburgh Cognitive and Behavioral Amyotrophic Lateral Sclerosis (ALS) Screen (ECAS) as a cognitive screening tool for the detection of behavioral variant frontotemporal dementia (bvFTD). A secondary aim was to determine whether people with FTD combined with ALS (ALS-FTD) exhibit a similar ECAS profile to that of people with bvFTD alone. Methods: Patients with ALS-FTD and bvFTD and healthy controls were recruited. Participants were administered the ECAS, which comprises tests of language, verbal fluency, executive functions, memory, and visual-spatial functions. They also carried out analogous, full-length cognitive tests that examine naming, spelling, sentence completion, and social cognition skills. Results: The study cohort comprised 20 ALS-FTD patients, 23 with bvFTD, and 30 controls. Highly significant group differences were elicited for all cognitive domains, reflecting poorer performance in patients compared to controls. No significant differences in overall test scores were found between ALS-FTD and bvFTD patients, although ALS-FTD patients showed a higher frequency of impairment on verbal fluency. Correlative analyses revealed inter-relationships in patients (but not controls) between scores in different domains, most marked in bvFTD. There were strong correlations between performance on ECAS subtests and analogous cognitive tasks. Conclusion: The ECAS is a sensitive and valuable tool for the assessment of FTD. Executive, language and behavioral breakdown may, however, compromise performance in other cognitive domains, reducing the specificity of the ‘frontotemporal’ cognitive profile. Subtle differences observed between ALS-FTD and bvFTD raise questions regarding the precise relationship between bvFTD with and without ALS

Potent and Broad Inhibition of HIV-1 by a Peptide from the gp41 Heptad Repeat-2 Domain Conjugated to the CXCR4 Amino Terminus.

HIV-1 entry can be inhibited by soluble peptides from the gp41 heptad repeat-2 (HR2) domain that interfere with formation of the 6-helix bundle during fusion. Inhibition has also been seen when these peptides are conjugated to anchoring molecules and over-expressed on the cell surface. We hypothesized that potent anti-HIV activity could be achieved if a 34 amino acid peptide from HR2 (C34) were brought to the site of virus-cell interactions by conjugation to the amino termini of HIV-1 coreceptors CCR5 or CXCR4. C34-conjugated coreceptors were expressed on the surface of T cell lines and primary CD4 T cells, retained the ability to mediate chemotaxis in response to cognate chemokines, and were highly resistant to HIV-1 utilization for entry. Notably, C34-conjugated CCR5 and CXCR4 each exhibited potent and broad inhibition of HIV-1 isolates from diverse clades irrespective of tropism (i.e., each could inhibit R5, X4 and dual-tropic isolates). This inhibition was highly specific and dependent on positioning of the peptide, as HIV-1 infection was poorly inhibited when C34 was conjugated to the amino terminus of CD4. C34-conjugated coreceptors could also inhibit HIV-1 isolates that were resistant to the soluble HR2 peptide inhibitor, enfuvirtide. When introduced into primary cells, CD4 T cells expressing C34-conjugated coreceptors exhibited physiologic responses to T cell activation while inhibiting diverse HIV-1 isolates, and cells containing C34-conjugated CXCR4 expanded during HIV-1 infection in vitro and in a humanized mouse model. Notably, the C34-conjugated peptide exerted greater HIV-1 inhibition when conjugated to CXCR4 than to CCR5. Thus, antiviral effects of HR2 peptides can be specifically directed to the site of viral entry where they provide potent and broad inhibition of HIV-1. This approach to engineer HIV-1 resistance in functional CD4 T cells may provide a novel cell-based therapeutic for controlling HIV infection in humans

LOOC UP: Locating and observing optical counterparts to gravitational wave bursts

Gravitational wave (GW) bursts (short duration signals) are expected to be associated with highly energetic astrophysical processes. With such high energies present, it is likely these astrophysical events will have signatures in the EM spectrum as well as in gravitational radiation. We have initiated a program, "Locating and Observing Optical Counterparts to Unmodeled Pulses in Gravitational Waves" (LOOC UP) to promptly search for counterparts to GW burst candidates. The proposed method analyzes near real-time data from the LIGO-Virgo network, and then uses a telescope network to seek optical-transient counterparts to candidate GW signals. We carried out a pilot study using S5/VSR1 data from the LIGO-Virgo network to develop methods and software tools for such a search. We will present the method, with an emphasis on the potential for such a search to be carried out during the next science run of LIGO and Virgo, expected to begin in 2009.Comment: 11 pages, 2 figures; v2) added acknowledgments, additional references, and minor text changes v3) added 1 figure, additional references, and minor text changes. v4) Updated references and acknowledgments. To be published in the GWDAW 12 Conf. Proc. by Classical and Quantum Gravit