Exploring the Problems Experienced by Learners in a MOOC Implementing Active Learning Pedagogies

Although Massive Open Online Courses (MOOCs) have been reported as an effective educational tool offering numerous opportunities in online learning, the high dropout rates and the lack of learners' motivation are factors concerning researchers and instructors. The one-size-fits-all instructional approach that most courses follow, failing to address the individual needs of learners, has been seen as their weakest point. Recent efforts focus on the inclusion of active learning pedagogies in MOOCs to stimulate the interaction among the participants and to keep them engaged. However, taking into account that in these massive contexts the learners face several issues while trying to keep up with the course, the incorporation of active learning strategies may introduce additional problems to the learning process. This study explores the problems that learners experienced in a MOOC implementing collaboration and gamification strategies. As the results reveal, the introduction of collaborative learning activities can generate additional problems to learners and for that reason, a careful design and a proper scaffolding is needed in an early stage to overcome the problems that will occur. No significant problems were reported regarding the implementation of gamification elements

Enjoyed or bored?:A study into achievement emotions and the association with barriers to learning in MOOCs

MOOCs are accessible online personal development opportunities in which learners can expand their knowledge on many topics. Yet, the experience of barriers to learning often hinders learners from achieving their personal learning goals. Therefore, it is important to have insight into determinants that may influence the experience of (certain) barriers. This study investigated whether the emotional determinants enjoyment and boredom, which are known to impact learner achievement and motivation, affect the experience of (specific) barriers while learning in MOOCs. The results show that boredom did affect the experience of barriers related to technical and online related skills, social context and time, support and motivation, yet it did not affect the experience of barriers related to the design of the MOOC. Enjoyment was not correlated to any of the barriers. Furthermore, the same analysis comparing men to women again revealed that boredom did not significantly affect the experience of barriers related to the design of the MOOC, yet did significantly affect the experience of the other barriers. No, significant differences were found between males and females. These findings may serve as input for supporting learners in achieving their individual learning goals

Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach

Learners in MOOCs often experience challenges that can be identified as barriers to learning. These barriers may be MOOC- or not MOOC-related. By knowing about potential barriers learners would be better prepared and more likely to handle and overcome them. Therefore, the aim of this study was to advance insight and knowledge about barriers to learning in MOOCs. Assessment and reassessment of the data using exploratory factor analysis provided a good model fit for a 6-factor structure. This was confirmed by a confirmatory factor analysis. Further classification of the factors revealed that barriers experienced by learners were predominantly non-MOOC related. To get insight into the barriers learners experience, it was suggested to convert the identified factor structure into a diagnostic instrument (dashboard) powered by learner self-report. This dashboard then provides information about barriers learners experience and can be valuable for making (re) design decisions and for developing learner supporting tools and interventions.</p

Phototoxic aptamers selectively enter and kill epithelial cancer cells

The majority of cancers arise from malignant epithelial cells. We report the design of synthetic oligonucleotides (aptamers) that are only internalized by epithelial cancer cells and can be precisely activated by light to kill such cells. Specifically, phototoxic DNA aptamers were selected to bind to unique short O-glycan-peptide signatures on the surface of breast, colon, lung, ovarian and pancreatic cancer cells. These surface antigens are not present on normal epithelial cells but are internalized and routed through endosomal and Golgi compartments by cancer cells, thus providing a focused mechanism for their intracellular delivery. When modified at their 5′ end with the photodynamic therapy agent chlorin e6 and delivered to epithelial cancer cells, these aptamers exhibited a remarkable enhancement (>500-fold increase) in toxicity upon light activation, compared to the drug alone and were not cytotoxic towards cell types lacking such O-glycan-peptide markers. Our findings suggest that these synthetic oligonucleotide aptamers can serve as delivery vehicles in precisely routing cytotoxic cargoes to and into epithelial cancer cells

Characterisation and internalisation of recombinant humanised HMFG-1 antibodies against MUC1

The humanised HMFG-1 immunoglobulin has been extensively developed as a clinical immunotherapeutic agent for MUC1 expressing tumours. We have constructed a single-chain Fv (scFv) and Fab fragment from this antibody and shown that both these species retain their specificity for MUC1. The scFv was less stable and less soluble than the Fab. Detailed analyses of the binding kinetics of the whole IgG and Fab fragment show that the affinity for MUC1 synthetic peptides is low (approximately 100 n for the IgG and 10 μ for the Fab), with particularly low but similar dissociation rate constants (0.031–0.095 s−1). Binding to native antigen on the cell surface is over two orders of magnitude better. Confocal immunofluorescence microscopy shows that both the IgG and Fab are internalised rapidly (the IgG is internalised within 15 min) and colocalise to early endosomes. This work provides an appreciation of the binding, internalising and trafficking kinetics, important for the development of future therapeutics based on this antibody