Effect Of Expert Modeling On Ill-Structured Problem Solving In An Undergraduate General Education Honors Course

Abstract Effect of Expert Modeling on Ill-Structured Problem Solving in an Undergraduate General Education Honors Course by Minakshi Lahiri May 2016 Advisor: Dr. Ke Zhang Major: Instructional Technology Degree: Doctor of Philosophy This dissertation research was based on David H. Jonassen’s recommendation that not all problems are the same and different types of problems require different approaches of instruction and scaffolding (Jonassen & Hung, 2008). Jonassen (2011) provided a set of recommended components (problem types, case components, cognitive supports) for designing effective Problem Based Learning Environments (PBLEs). The purpose of this research was to investigate the effect of using expert modeling of ill-structured problem solving as a scaffolding strategy on undergraduate students’ problem solving outcome. Expert’s analytical guideline to approach and solve an ill structured problem and an example of the expert’s problem solving report was used as scaffold for the problem solving task. The problem solving performance of the undergraduate students were measured on the three major problem solving learning outcomes as listed below: i. Ability to define problem ii. Ability to analyze issues critically and comprehensively iii. Ability to evaluate proposed solutions/hypotheses to problems The above mentioned problem solving outcomes and performance scales and categories were defined by a rubric that was developed following the guidelines from the Association for American Colleges and Universities (AACU) problem solving VALUE rubric (Valid Assessment of Learning in Undergraduate Education). Participants of this study were from 2015 Fall freshmen cohort of Honors College, in a public urban research university in the mid-west of USA. Six Honors College First Year sections participated in this study. Three sections formed the Control group and another three sections formed the Treatment group. The sections were assigned to Control or Treatment group depending on the instructor and was determined with a coin toss. For practical feasibility, three Control Group sections were taught by the same instructor and three Treatment Group sections were taught by same instructor. Students who were less than 18 years of age at the beginning of the fall semester of 2015 were not considered in the study. Total number of participants who qualified for the study, Treatment and Control group combined was 144. Two groups received an identical problem Task I. 122 participant scores from treatment and control sections combined were analyzed for problem solving Task I to give a baseline problem solving score for the two groups. After Task I, 122 participants were considered for the data analysis of the problem solving task - Task II in this study. There were 54 Participants in the Control Group and 68 participants in the Treatment Group for Task II. The treatment group received the treatment (expert modeling scaffolding) along with Task II and the control group received only the problem solving task - Task II, no scaffold. The problem solving reports from the two groups were graded using the rubric by two reviewers using blind review mechanism for reliability. Reflection responses (optional) were also collected from the treatment group participants on their problem solving experience with the scaffold. Percentage agreement and Cohen’s Kappa were calculated as measures of reliability. Results of the quantitative data analysis indicated that the treatment group performed significantly better than the control group in the overall problem solving outcome as well as for the components “Ability to define problem” and “Ability to evaluate proposed solutions”. The result was slightly insignificant for the category “Analyze issues critically and comprehensively”. Qualitative data analysis of the treatment group reflection responses were highly positive and indicated that the learners perceived that the scaffold strategy was beneficial for them and that they learned from the experts analytical guidelines. The participants thought that the expert modeling benefited them by providing a useful tool and framework that they could use in future for other similar problem solving situations; the scaffolding strategy helped them organize and structure the information and helped them follow expert’s strategies on critical thinking and problem solving while approaching and working on the problem solving task

Evaluating Student Perceptions and Performance of Active Learning Strategies in a Pharmacotherapy Course

Learning-preferences vary and thus it is beneficial for students to experience a variety of active-learning pedagogies for meaningful learning and long-term retention. This novel study attempted to evaluate systematically and longitudinally, student perceptions of multiple formats of active-learning strategies. Four different active-learning strategies were utilized in a course - team-based-learning (TBL), case-study, flipped-classroom, and interactive-technology. Student perspectives indicated active-learning strategies were helpful for learning. Faculty in higher-education could implement active-learning strategies in their courses for enhanced student-engagement, long-term retention, and success. This easily replicable method of collecting student perceptions on learning-experience anonymously enables learner-centered course design and promotes continuous-quality-improvement in higher-education

The Straight Truth about Online Learning in the Straits: An Investigation into the Nature of Education in a Rural and Remote Region of Newfoundland and Labrador

This paper reports on a naturalistic research project that was conducted in response to the educational concerns of the coastal rural communities of Labrador Straits. The research project investigated the current provision of education available to the children and the youth of these communities and found that due to declining population, changing demographics, lack of qualified teaching staff in the region and several other interrelated factors, there was an increased reliance on online learning in the small rural schools of the Straits as well as other rural regions of the province

Career Planning with Careerforward: Exploring Student Perceptions and Experiences in an Online Career Preparation Course

In April 2006, the Michigan State Board of Education and Michigan Legislatures adopted a rigorous package of high school graduation requirements, one of which made Michigan the first state that incorporated an online learning graduation requirement into the K‐12 curriculum. All Michigan\u27s students entering high school during 2008‐2009 school year were required to complete online learning during their course of high school studies in order to graduate. Michigan Virtual School helped the schools in Michigan to fulfill this requirement by developing a 20‐hour online learning course called “Career Forward”. In December 2008, the Michigan Virtual University provided the National Repository of Online Courses access to the CareerForward course content, allowing students from anywhere in the United States, the ability to access CareerForward free of charge. This evaluation study was conducted to provide Michigan Virtual School with information to improve the design and delivery of the Career Forward course, in order to improve the learning experiences of the future student and to improve the overall efficiency of the course. Analysis of data from this research indicated that, CareerForward in its current format had very little impact on student attitude towards career planning. Recommendations for changes in design and delivery options of the course for future offerings are suggested in order to make the course more effective and to meet its objectives

Cationic Amino Acid Transporters and Salmonella Typhimurium ArgT Collectively Regulate Arginine Availability towards Intracellular Salmonella Growth

Cationic amino acid transporters (mCAT1 and mCAT2B) regulate the arginine availability in macrophages. How in the infected cell a pathogen can alter the arginine metabolism of the host remains to be understood. We reveal here a novel mechanism by which Salmonella exploit mCAT1 and mCAT2B to acquire host arginine towards its own intracellular growth within antigen presenting cells. We demonstrate that Salmonella infected bone marrow derived macrophages and dendritic cells show enhanced arginine uptake and increased expression of mCAT1 and mCAT2B. We show that the mCAT1 transporter is in close proximity to Salmonella containing vacuole (SCV) specifically by live intracellular Salmonella in order to access the macrophage cytosolic arginine pool. Further, Lysosome associated membrane protein 1, a marker of SCV, also was found to colocalize with mCAT1 in the Salmonella infected cell. The intra vacuolar Salmonella then acquire the host arginine via its own arginine transporter, ArgT for growth. The argT knockout strain was unable to acquire host arginine and was attenuated in growth in both macrophages and in mice model of infection. Together, these data reveal survival strategies by which virulent Salmonella adapt to the harsh conditions prevailing in the infected host cells

The Straight Truth about Online Learning in the Straits: An Investigation into the Nature of Education in a Rural and Remote Region of Newfoundland and Labrador

This paper reports on a naturalistic research project that was conducted in response to the educational concerns of the coastal rural communities of Labrador Straits. The research project investigated the current provision of education available to the children and the youth of these communities and found that due to declining population, changing demographics, lack of qualified teaching staff in the region and several other interrelated factors, there was an increased reliance on online learning in the small rural schools of the Straits as well as other rural regions of the province

Career Planning with Careerforward: Exploring Student Perceptions and Experiences in an Online Career Preparation Course

In April 2006, the Michigan State Board of Education and Michigan Legislatures adopted a rigorous package of high school graduation requirements, one of which made Michigan the first state that incorporated an online learning graduation requirement into the K‐12 curriculum. All Michigan\u27s students entering high school during 2008‐2009 school year were required to complete online learning during their course of high school studies in order to graduate. Michigan Virtual School helped the schools in Michigan to fulfill this requirement by developing a 20‐hour online learning course called “Career Forward”. In December 2008, the Michigan Virtual University provided the National Repository of Online Courses access to the CareerForward course content, allowing students from anywhere in the United States, the ability to access CareerForward free of charge. This evaluation study was conducted to provide Michigan Virtual School with information to improve the design and delivery of the Career Forward course, in order to improve the learning experiences of the future student and to improve the overall efficiency of the course. Analysis of data from this research indicated that, CareerForward in its current format had very little impact on student attitude towards career planning. Recommendations for changes in design and delivery options of the course for future offerings are suggested in order to make the course more effective and to meet its objectives

Intracellular <i>Salmonella</i> starts colocalizing with host mCAT1 in the BMDMs at early time point of infection.

<p>BMDMs were infected with WT <i>Salmonella</i> for 4 h. The sites of colocalizations were detected by immunostaining with an anti-mCAT1 antibody and a Cy5-conjugated secondary antibody and with an anti-LAMP1 antibody and a Cy3-conjugated secondary antibody. Cy3 staining was pseudo-coloured as blue. Samples were analyzed by confocal laser-scanning microscopy and representative images for the localization of the BCG-GFP (green) and the mCAT1 (red) and the LAMP1 (blue) are shown. (<b>A</b>) Representative image for the localization of the WT-GFP (green) in grey scale image. (<b>B</b>) Image for the localization of the WT-GFP (green) and LAMP1 (blue). The colocalization gives rise to cyan colour. Inset: enlarged image of the bacteria containing vacuole. (<b>C</b>) Image for the localization of the CAT1 (red) and WT-GFP (green). The colocalization gives rise to yellow colour. Inset: enlarged image of the bacteria containing vacuole. (<b>D</b>) Image for the localization of the CAT1 (red) and WT-GFP (green) and LAMP1 (blue). LAMP1 and mCAT1 colocalization in the GFP <i>Salmonella</i> gives rise to the same bacteria having both LAMP and mCAT1 immuno-staining, enlarged bacteria are shown in the insets.</p

Δ<i>argT Salmonella</i> is attenuated for virulence and shows reduced bacterial proliferation <i>in vivo</i>.

<p>(<b>A</b>) Intracellular survival assay. BMDMs were infected at 10 MOI with the WT, Δ<i>argT</i> or the <i>argT</i> complemented strain (c- <i>argT)</i>. Infected macrophages were lysed at 2 and 16 h post infection and the bacterial loads were determined in triplicate. 1×10⁶ bacteria each of the WT or Δ<i>argT</i> or the argT complement strain (<i>c-argT</i>) strains were inoculated orally to a group of 6 male BALB/c mice. After 5^th day of infection, homogenized samples of (<b>B</b>) spleen, (<b>C</b>) liver of the infected mice were plated on antibiotic plates and the colonies were counted. Result presented is one of three independent experiments. Statistical significance was defined as follows: *, <i>P</i><0.05, **, <i>P</i><0.01 (Mann-Whitney <i>U</i> test).</p

ArgT is expressed by intracellular <i>Salmonella</i>.

<p>(<b>A</b>) The expression of the His tagged ArgT protein in LB grown and from isolated ArgT:: His knock in bacteria from infected BMDM after running SDS PAGE is shown. The WT control bacteria do not have any His tagged protein in the same size. Ribosome Recycling Factor (RRF) probing was done to equalize the amount of bacterial protein loaded for the SDS PAGE (<b>B</b>) The mean fold increase of the ArgT protein level after infection for 12 h when compared to the LB grown bacteria from three independent experiments after densitometric analysis and normalization with Ribosome Recycling Factor (RRF) was plotted. Statistical significance was defined as follows: * <i>P</i><0.05, (Student's <i>t</i> test).</p