3 research outputs found

    Is It Necessary to Use Digital Tools in the Flipped Classroom to Improve the Memorization Process?

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    Memorization is a crucial factor in effective learning and achieving educational goals. Recent research has suggested that short video sequences viewed by students before class can aid in acquiring and retaining basic concepts, thereby improving memorization and positively impacting the learning process in the flipped classroom approach. However, frequent use of digital tools among adolescents has been found to negatively impact cognitive functions such as memorization. It is worth noting that the traditional use of paper-based materials has been found to have a positive impact on memorization, particularly among learners who are easily distracted by digital devices or experience eye strain from prolonged screen use. Printed materials can offer a more tactile experience, allowing learners to physically highlight and annotate text, which can aid in the encoding and retrieval of information. This study aimed to assess the role of digital tools in the flipped classroom approach and determine if they could be substituted by paper-based materials. To achieve this, a comparative study was conducted between 35 students using digital tools in their flipped classroom (FCDS) and 31 students using paperbased materials (FCPS). The study involved administering pre-tests and post-tests to both groups to evaluate their ability to retrieve basic concepts and assess the effectiveness of their learning in life and earth sciences. The results indicate that learners were able to retrieve knowledge effectively regardless of the medium used and that the positive effect of the FCDS on recall during learning is comparable to that of the FCPS

    Further Evidence for the Implication of the MET Gene in Non-Syndromic Autosomal Recessive Deafness

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    International audienceMutations in the mesenchymal epithelial transition factor (MET) gene are frequently associated with multiple human cancers but can also lead to human non-syndromic autosomal recessive deafness (DFNB97). In the present study, we identified a novel homozygous missense mutation in the METgene causing a non-syndromic hearing impairment DFNB97 form. Whole-exome sequencing was performed to determine the genetic causes of hearing loss in a Moroccan consanguineous family with an affected daughter. The structural analysis of native and mutant in the SEMA domain of the MET receptor was investigated using a molecular dynamics simulation (MDS) approach. We identified a novel pathogenic homozygous c.948A>G (p.Ile316Met) mutation in the MET gene in one deaf Moroccan young girl carrying a total bilateral non-syndromic hearing impairment. The results of the MDS approach show that an Ile316Met mutation in the SEMA domain leads to protein flexibility loss. This may produce a major impact on the structural conformation of the MET receptor, which also affects the function and binding site of the receptor. This is the first time that a mutation in the MET gene is described in a Moroccan family. Moreover, this study reports the second family in the world associating deafness and mutation in the MET gene
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