Support of the collaborative inquiry learning process: influence of support on task and team regulation

Regulation of the learning process is an important condition for efficient and effective learning. In collaborative learning, students have to regulate their collaborative activities (team regulation) next to the regulation of their own learning process focused on the task at hand (task regulation). In this study, we investigate how support of collaborative inquiry learning can influence the use of regulative activities of students. Furthermore, we explore the possible relations between task regulation, team regulation and learning results. This study involves tenth-grade students who worked in pairs in a collaborative inquiry learning environment that was based on a computer simulation, Collisions, developed in the program SimQuest. Students of the same team worked on two different computers and communicated through chat. Chat logs of students from three different conditions are compared. Students in the first condition did not receive any support at all (Control condition). In the second condition, students received an instruction in effective communication, the RIDE rules (RIDE condition). In the third condition, students were, in addition to receiving the RIDE rules instruction, supported by the Collaborative Hypothesis Tool (CHT), which helped the students with formulating hypotheses together (CHT condition). The results show that students overall used more team regulation than task regulation. In the RIDE condition and the CHT condition, students regulated their team activities most often. Moreover, in the CHT condition the regulation of team activities was positively related to the learning results. We can conclude that different measures of support can enhance the use of team regulative activities, which in turn can lead to better learning results

Strain engineering in graphene by laser irradiation

We demonstrate that the Raman spectrum of graphene on lithium niobate can be controlled locally by continuous exposure to laser irradiation. We interpret our results in terms of changes to doping and mechanical strain and show that our observations are consistent with light-induced gradual strain relaxation in the graphene layer

Practical considerations in screening for genetic alterations in cholangiocarcinoma

Cholangiocarcinoma (CCA) encompasses diverse epithelial tumors historically associated with poor outcomes due to an aggressive disease course, late diagnosis, and limited benefit of standard chemotherapy for advanced disease. Comprehensive molecular profiling has revealed a diverse landscape of genomic alterations as oncogenic drivers in CCA. TP53 mutations, CDKN2A/B loss, and KRAS mutations are the most common genetic alterations in CCA. However, intrahepatic CCA (iCCA) and extrahepatic CCA (eCCA) differ substantially in the frequency of many alterations. This includes actionable alterations, such as IDH1 mutations and a large variety of FGFR2 rearrangements, which are found in up to 29% and approximately 10% of patients with iCCA, respectively, but are rare in eCCA. FGFR2 rearrangements are currently the only genetic alteration in CCA for which a targeted therapy, the FGFR1-3 inhibitor pemigatinib, has been approved. However, favorable phase 3 results for IDH1-targeted therapy with ivosidenib in iCCA have been published, and numerous other alterations are actionable by targeted therapies approved in other indications. Recent advances in next-generation sequencing (NGS) have led to the development of assays that allow comprehensive genomic profiling of large gene panels within 2-3 weeks, including in vitro diagnostic tests approved in the US. These assays vary regarding acceptable source material (tumor tissue or peripheral whole blood), genetic source for library construction (DNA or RNA), target selection technology, gene panel size, and type of detectable genomic alterations. While some large commercial laboratories offer rapid and comprehensive genomic profiling services based on proprietary assay platforms, clinical centers may use commercial genomic profiling kits designed for clinical research to develop their own customized laboratory-developed tests. Large-scale genomic profiling based on NGS allows for a detailed and precise molecular diagnosis of CCA and provides an important opportunity for improved targeted treatment plans tailored to the individual patient’s genetic signature

BUSCA, RECUPERAÇÃO E VISUALIZAÇÃO DE RECURSOS ACADÊMICOS DISTRIBUÍDOS

Universities are reference when the subject is research and innovation. So much research creates a lot of related material (papers and videos for example), mostly this material is not shared with the community (of any nature: academic, scientific or public) because there is not a means with easy access and use. Don’t just researches create academic resources, the environment of a university by itself offer a wide range of activities that create academic resources: classes, scientific initiations, symposia, congress and others. The biggest problem of this scenario is that such a wealth of subjects doesn’t have any value when they are saved. As every university has a good IT infrastructure, the hosting and providing of such resources on Internet is trivial, the problem is that should know where the resources are to get them. This work pretends to take place in this context, allow the search of such resources in a transparent way to the final use

Cultural distance in the workplace: Differences in work-related attitudes between Vietnamese employees and Western employers

Teaching and Teacher Learning (ICLON

University students’ use of mobile technology in self-directed language learning: using the integrative model of behavior prediction

Mobile technology offers great potential for university students’ language learning. Numerousstudies have been conducted on utilizing mobile technology in language learning classroom.However, using it in self-initiated and self-directed learning outside class remains to be explored.The present study employed the integrative model of behavior prediction to investigate the re-lationships between attitude, subjective norm, self-efficacy and behavioral intention, as well asthe association between intention, facilitating conditions, self-regulation skills and actual use ofmobile technology in self-directed language learning. This study also examined whether self-regulation skills moderated intention and actual use. Survey data from 676 language learnersin different disciplines from Chinese universities were collected and analyzed using structuralequation modeling approach. The results showed that 37.1 percent of respondents indicated thatthey never used mobile technology for self-directed language learning. Of the other 425 re-spondents who did indicate that they used mobile technology for this purpose, the majority ofthem seemed to be extrinsically motivated. Learning activities regarding vocabulary acquisitionand translation were far more reported than those in terms of listening, speaking, reading andwriting. In addition, attitude and subjective norm significantly explained students’ intention touse mobile technology, but self-efficacy did not have a direct effect on students’ intention.Moreover, students’ self-regulation skills and intention significantly predicted students’ actual useof mobile technology. Through moderation analysis, the results indicated that the relationshipbetween intention and actual behavior would be stronger with any increase in self-regulationskills. These findings are discussed and implications are formulated.Teaching and Teacher Learning (ICLON