Assessing Self-Regulation of Learning Dimensions in a Stand-alone MOOC Platform

A capacity for self-regulated learning (SRL) has long been recognised as an important factor in successful studies. Although educational researchers have started to investigate the concept of SRL in the context of online education, very little is yet known about SRL in relation to massive open online courses (MOOCs) or of appropriate strategies to foster SRL skills in MOOC learners. Self-regulation is particularly important in a MOOC-based study, which demands effective independent learning, and where widely acknowledged high dropout rates are observed. This study reports an investigation and assessment of the concept of SRL using a novel MOOC platform (eLDa) by providing study options (either via a self-directed learning or instructor-led learning) using a novel learning tool. In view of this, the research presents general description of self-regulated learning and explored the various existing dimensions used to expose the learners SRL skills. Drawing comparison of the online tool, the results and findings of the data were analysed. The study dis¬cusses how the various dimensions contributed to the knowledge representation of the self-regulated learning abilities shown by the learners. We present how these SRL dimensions captured using the measuring instrument contributes to our growing understanding of the distinctive features of the individual learner’s self-regulated learning. MOOCs success required a high performance of self-regulated learning abilities which at the moment very little has shown these degree of supporting SRL skills. This paper presents preliminary evaluation of a novel e-learning tool known, as ‘eLDa’ developed to implement this investi¬gation of self-regulation of learning. The research applied a modified online self-regulated learning questionnaire (OSLQ) as the instrument to measure the SRL skills. The modified questionnaire known as MOOC OSLQ (MOSLQ) was developed with a 19-item scale questions that exposes the six SRL dimensions used in this study

Effects of footwear variations on three-dimensional kinematics and tibial accelerations of specific movements in American football

American football is associated with a high rate of non-contact chronic injuries. Players are able to select from both high and low cut footwear. The aim of the current investigation was to examine the influence of high and low cut American football specific footwear on tibial accelerations and three-dimensional (3D) kinematics during three sport specific movements. Twelve male American football players performed three movements, run, cut and vertical jump whilst wearing both low and high cut footwear. 3D kinematics of the lower extremities were measured using an eight-camera motion analysis system alongside tibial acceleration parameters which were obtained using a shank mounted accelerometer. Tibial acceleration and 3D kinematic differences between the different footwear were examined using either repeated measures or Friedman’s ANOVA. Tibial accelerations were significantly greater in the low cut footwear in comparison to the high cut footwear for the run and cut movements. In addition, peak ankle eversion and tibial internal rotation parameters were shown to be significantly greater in the low cut footwear in the running and cutting movement conditions. The current study indicates that the utilization of low cut American football footwear for training/performance may place American footballers at increased risk from chronic injuries

A Metacognitive Instructional Approach and Self-Reflection: Reflective Practice From a Computer Science Perspective

Teaching is increasingly complex work which takes time to plan and continuous effort to ensure the highest standards of professional practice. There is a paradox in our rapidly changing society that educators are not very open to change in their practice (Hoban, 2002). The process for educators to learn and acquire effective teaching skills is a labour which has to be mastered over time. They would gain pedagogical knowledge and skills based on accumulation of new acquired knowledge and teaching methods and strategies to be added to their repertoire of existing knowledge and skills. In addition, it is vital for educators to utilize two aspects of reflective practice as suggested by Schon, which are ‘reflection in action’ and ‘reflection on action’ (Schon, 1983, 1987). Reflection in action refers to quick thinking action which takes places when one is teaching in the classroom. On the other hand, reflection on action usually takes place after the lesson out of the classroom when the educator reflects on his or her previous teaching and considers certain situations from the lesson again. Educational system in the 21st century encompasses reflection from both the teachers and students’ perspectives. In general, reflective practice in teaching and learning in undergraduate education focuses on the professional development of students and academics in an interdisciplinary education. Reflective practice has been in existence in most professional educational practices for several centuries. The use of reflective practice in computing education courses has significant benefits to enhance the knowledge of the students. However, there is some controversies on how this reflection was done and the manner in which this was done based on individual teaching practice. One of the main objectives of this study is to describe the various approaches used in teaching undergraduate students in a computing course. The study illustrates several modern approaches used during this classes. A qualitative research method was applied in gathering the feedback from the students using a general survey questions based on the course delivery. The study used statistical packages for the social sciences (SPSS) to analyze the data gathered. The results revealed the various level of acceptance of the teaching methods applied in the course. These results also demonstrate significant findings on the students' opinions and criticism which could help in future improvement of undergraduate computing curriculum. The study, firstly review literature on reflective practice. Secondly, discussed some of the good teaching practices and methods used in delivery the classes. Thirdly, the analysis and results obtained from the instrument questionnaires used for this study and finally, summary of the findings and further research directions

Investigating self-regulation in the context of a blended learning computing course

PURPOSE: Massive open online courses (MOOCs) provide an innovative educational technology, which has become widely used for distance learning by independent learners. However, there has been little work so far to study the effects of using MOOCs as part of a blended classroom approach in which learning activities take place both online and in a traditional classroom setting. The purpose of this study is to investigate the aspects of blended MOOC usage in the context of a computing course for first-year undergraduates at a UK university. DESIGN/METHODOLOGY/APPROACH: The MOOC was implemented on a purpose-built platform that supports learners to make informed choices about their learning path. This research investigates students’ capacity for self-regulated learning (SRL) and understands their preparedness for independent study, profile the general areas of SRL strength and weakness, which may affect their ability to learn effectively in a self-directed environment. An existing survey instrument, based on a six-dimensional conceptualization of SRL was adapted to investigate the self-regulation in the MOOC study. FINDINGS: The results demonstrate that the dimensions of self-evaluation and time management represent particular areas of weakness for these students. Furthermore, profiles of SRL for individual students show considerable differences in capability within the study. However, the deficiencies in SRL dimensions contrast with the students’ of generally high levels of attainment. This leads us to question the validity of the existing SRL. Furthermore, a high level of social interaction and help-seeking was reported in relation to the MOOC study indicating the increasing importance of social learning and the importance of co-regulation for SRL. RESEARCH LIMITATIONS/IMPLICATIONS: Although this study presents findings from a small data sample, it points to a number of areas for future implementation and exploration. Firstly, in line with the action research approach, students’ SRL could, in the future, be tested early in the course with the MOOC component being ideally placed to provide personalised support for each student in aspects which they may benefit from developing further. Secondly, for students in the cohort studied in this paper, a longitudinal study will track how their SRL develops as they progress through the degree. We feel that it is important to gain further qualitative data to understand how students work in practice and the strategies they adopt when confronted with different modes of learning. Finally, it is necessary to consider the conceptualisation of SRL to understand if existing instruments could be adapted to provide a more accurate assessment of the effectiveness of learners’ self-regulation. ORIGINALITY/VALUE: There has been little research on the effects of using a MOOC as the online component of a blended classroom learning approach. This study has used a theoretical perspective of SRL to investigate the approaches to self-regulation adopted by undergraduate computer science students studying in a blended MOOC environment. The MOOC used for this purpose was developed on the innovative eLDa platform, allowing students to determine, track and visualise their individual path through topics and materials offered in the MOOC

Photoacoustic Evaluation of Green State Alumina Samples

Material characterization and testing of construction ceramics without destruction of the sample is needed to ensure the quality of ceramic products. In the most demanding applications testing of every product would be needed, therefore we are seeking a method which would be both fast and reliable. We have tested a method to characterize the defects in green state alumina where the process is based on the generation of ultrasonic waves by a focused pulse laser. The generated nanosecond scale pulse is used to measure the transit time between the generation volume and the ultrasonic detector and the time is used to calculate the relative density change

An investigation of self‑regulated learning in a novel MOOC platform

Copyright © The Author(s) 2022. Despite the proliferation of massive open online courses (MOOCs) and the impressive levels of enrolment they attract, many participants do not complete these courses. High drop-out has been identified as one of the major problems with existing MOOC formats. Our work addresses two factors relating to non-completion. Firstly, MOOCs require a high degree of self-regulated learning (SRL) skills but most do not adequately develop such skills, thus making them inaccessible in practice to many. Related to this is the inflexibility and passivity of many current MOOC formats, preventing individuals from setting their own learning objectives and directing their own learning. This paper presents preliminary findings from an investigation into MOOC learners’ SRL skills and the relationship to how participants learn. Following a design science methodology, we have developed a novel MOOC platform to support learner choice and to assist participants in defining learning goals and developing individual study paths. This paper describes the architecture of the system and presents findings from a pilot MOOC developed on the platform. Our results indicate that there is a high demand for more flexible, self-directed learning but that MOOC learners exhibit deficiencies in specific SRL skills including help seeking and task strategies. The contextualised nature of SRL skills means that even learners with a strong background of formal education may not deploy the best strategies for MOOC learning. This work is of significance to MOOC development in general as it highlights the need for targeted strategies to encourage SRL in MOOC platforms and innovation

A three-experiment examination of iliotibial band strain characteristics during different conditions using musculoskeletal simulation.

PURPOSE: Iliotibial band syndrome (ITBS) is a common chronic pathology mediated via excessive Iliotibial band (ITB) strain. The purpose using a three-experiment approach is to provide insight into the differences in strain between different athletic movements, the incidence of ITBS in females, the efficacy of different prophylactic modalities for ITBS and also the kinematic parameters associated with ITB strain. METHODS: Experiment 1 examined male and female athletes performing run, 45° cut and one-legged hop movements, experiment 2 observed males and females, whilst running in five different orthotic conditions and experiment 3 examined males and females riding a cycle ergometer at 70, 80 and 90RPM whilst in prophylactic knee brace and no-brace conditions. In each experiment, kinematics were obtained using a motion capture system and ITB strain was measured using a musculoskeletal simulation approach. RESULTS: In experiment 1 ITB strain was greater in the run (male=3.87% & female=4.37%; P<0.001) and cut (male=3.12% & female=4.06%; P<0.001) movements compared to hop (male=0.87% & female=1.54%). Experiment 2 showed that females exhibited increased ITB strain (male=6.34% & female=8.91%; P<0.05) and ITB strain velocity (male=57.17%/s & female=77.41%/s; P<0.05) and also in females that ITB strain velocity was greater (P≤0.01) in lateral (80.22%/s) and no-orthotic (83.01%/s) conditions compared to medial (72.58%/s) and off the shelf orthoses (74.52%/s). The regression analyses across movements showed that ITB strain was predicted by sagittal and coronal plane mechanics at the hip (R2=0.15-0.30; P<0.05) and sagittal, coronal and transverse plane kinematics at the knee joint (R2=0.15-0.22; P<0.05). CONCLUSION: Further insight is provided into differences in ITB strain across functional athletic movements, the increased incidence of ITBS in females and the parameters linked most strongly with ITB strain during different movements is provided; whilst also highlighting the prophylactic efficacy of medial and off the shelf orthoses in female runners

Members of the chloride intracellular ion channel protein family demonstrate glutaredoxin-like enzymatic activity

© 2015 Al Khamici et al. The Chloride Intracellular Ion Channel (CLIC) family consists of six evolutionarily conserved proteins in humans. Members of this family are unusual, existing as both monomeric soluble proteins and as integral membrane proteins where they function as chloride selective ion channels, however no function has previously been assigned to their soluble form. Structural studies have shown that in the soluble form, CLIC proteins adopt a glutathione S-transferase (GST) fold, however, they have an active site with a conserved glutaredoxin monothiol motif, similar to the omega class GSTs. We demonstrate that CLIC proteins have glutaredoxin-like glutathione-dependent oxidoreductase enzymatic activity. CLICs 1, 2 and 4 demonstrate typical glutaredoxin-like activity using 2-hydroxyethyl disulfide as a substrate. Mutagenesis experiments identify cysteine 24 as the catalytic cysteine residue in CLIC1, which is consistent with its structure. CLIC1 was shown to reduce sodium selenite and dehydroascorbate in a glutathione-dependent manner. Previous electrophysiological studies have shown that the drugs IAA-94 and A9C specifically block CLIC channel activity. These same compounds inhibit CLIC1 oxidoreductase activity. This work for the first time assigns a functional activity to the soluble form of the CLIC proteins. Our results demonstrate that the soluble form of the CLIC proteins has an enzymatic activity that is distinct from the channel activity of their integral membrane form. This CLIC enzymatic activity may be important for protecting the intracellular environment against oxidation. It is also likely that this enzymatic activity regulates the CLIC ion channel function

On-chip manipulation of single photons from a diamond defect

Operating reconfigurable quantum circuits with single photon sources is a key goal of photonic quantum information science and technology. We use an integrated waveguide device containing directional couplers and a reconfigurable thermal phase controller to manipulate single photons emitted from a chromium related color center in diamond. Observation of both a wavelike interference pattern and particlelike sub-Poissionian autocorrelation functions demonstrates coherent manipulation of single photons emitted from the chromium related center and verifies wave particle duality. © 2013 American Physical Society