Creating interaction in online learning: a case study

This paper uses the case‐study method to examine detailed data related to student and tutor usage of an asynchronous discussion board as an interactive communication forum during a first‐semester associate degree course in applied psychology at the City University of Hong Kong. The paper identifies ‘what works’ in relation to discussion board use, demonstrating how students might gradually create an online community of their own, but only if prompted in a timely and appropriate way by the course structure. It also identifies three distinct phases in online interaction and suggests these might, to some extent, be mediated by assessment tasks

A Case Study on Online Learning and Digital Assessment in Times of Crisis

To minimise the adverse impact on student learning due to escalating social unrest started locally in June 2019 and the current COVID-19 pandemic, Hong Kong Baptist University has emphatically strengthened its strategic resolve in e-Learning deployment. With various measures and e-Learning initiatives rolled out, HKBU teachers gained more momentum in launching online classes and conducting e-Assessments with different e-Tools. Peer-sharing from teachers who have successfully implemented online classes and digital assessment was conducive to creating a culture to fast-track e-Learning adoption. This case study sheds light on how virtual teaching and learning have assisted HKBU teachers and students circumvent the recent crises. The study also identifies determining factors and challenges of adopting e-Learning strategies at the University

The Impacts of Aligned Teaching on Students Perceived Engagement in Independent Learning and Satisfaction : An Empirical Investigation in Hong Kong

In response to the move towards Outcomes-based Education in Hong Kong our paper aims at investigating the impacts of the Outcomes-based Teaching and Learning approach OBTL on students satisfaction and perceived engagement in independent learning in the context of higher education Building upon the principle of constructive alignment we propose a theoretical model to examine the impacts of constructively aligned teaching and learning that is conceptualized as the constructive alignment Index in our paper An empirical study of undergraduate students n 253 found that the constructive alignment index CAI positively predicted students satisfaction and their perceived engagement in independent learning Implications for research and practice are discusse

Helping Students to Build Multicultural and Multidisciplinary Competences: A Pilot of Challenge-Based Collaborative Learning on a Digital Gamified Platform

Global issues such as poverty, hunger, and environmental problems are inextricable and cannot be solved comprehensively by homogeneous groups. With the advance of technology, collaborations with peoples at different geographical locations can be achieved effectively. Higher education in the 21st Century must therefore facilitate students to learn how to eclectically connect their creativity and problem-solving skills with technology, and most importantly to work with heterogeneous groups to solve complex global issues.This paper will elaborate on a pilot study of a project in Hong Kong, titled the CCGame Project, which aims to heighten students’ multicultural and multidisciplinary competences by deploying gamified learning and challenge-based learning. Team-based, self-guided learning is the core of the challenge-based learning approach. To preserve students’ interest in learning and accomplishing the tasks for the team, cloud-based learning platforms have been deployed. In the pilot, the online learning platform collected data for analysis of individual and team behaviour. The pilot demonstrated that students could work in a diverse team to complete a challenge. Evidence-based results supported with data analytics will be presented and the project’s plan of work will also be elucidated in this paper

Gamification for Teamwork Skills: Can a Challenge-based Online Tournament Help Students Learn New Knowledge Collaboratively in Teams?

The interest in deploying innovative technologies with gamification to engage student learning in enjoyable style has been growing. This study aimed to investigate whether a purposely designed eTournament with the integration of concepts of gamification and team development could help the participating tertiary education students (N=416) from a variety of backgrounds in terms of culture and discipline to learn to work in teams collaboratively in a challenge-based online game. The qualitative data collected from the top 10 teams’ online discussions supported that the thoughtful design of the eTournament did facilitate their development of teamwork skills. In addition, quantitative data collected from two of the Post-game Questionnaire questions indicated that over 79% of the respondents strongly agree or agree that they enjoyed the eTournamentin general, and over 84% of respondents strongly agree or agree that they become more aware of the seventeen United Nations Sustainable Development Goals because of the eTournament. Notwithstanding, findings in this study show little evidence in supporting team-playing in PaGamO due to the design of the game regardless of the teamwork skills developed in the early stage of the eTournament. Suggestions to address the limitations of this study are also presented for future improvement

Predicting the Effects of Supplemental EPA and DHA on the Omega-3 Index

Background: Supplemental long-chain omega-3 (n–3) fatty acids (EPA and DHA) raise erythrocyte EPA + DHA [omega-3 index (O3I)] concentrations, but the magnitude or variability of this effect is unclear. Objective: The purpose of this study was to model the effects of supplemental EPA + DHA on the O3I. Methods: Deidentified data from 1422 individuals from 14 published n–3 intervention trials were included. Variables considered included dose, baseline O3I, sex, age, weight, height, chemical form [ethyl ester (EE) compared with triglyceride (TG)], and duration of treatment. The O3I was measured by the same method in all included studies. Variables were selected by stepwise regression using the Bayesian information criterion. Results: Individuals supplemented with EPA + DHA (n = 846) took a mean ± SD of 1983 ± 1297 mg/d, and the placebo controls (n = 576) took none. The mean duration of supplementation was 13.6 ± 6.0 wk. The O3I increased from 4.9% ± 1.7% to 8.1% ± 2.7% in the supplemented individuals ( P \u3c 0.0001). The final model included dose, baseline O3I, and chemical formulation type (EE or TG), and these explained 62% of the variance in response (P \u3c 0.0001). The model predicted that the final O3I (and 95% CI) for a population like this, with a baseline concentration of 4.9%, given 850 mg/d of EPA + DHA EE would be ∼6.5% (95% CI: 6.3%, 6.7%). Gram for gram, TG-based supplements increased the O3I by about 1 percentage point more than EE products. Conclusions: Of the factors tested, only baseline O3I, dose, and chemical formulation were significant predictors of O3I response to supplementation. The model developed here can be used by researchers to help estimate the O3I response to a given EPA + DHA dose and chemical form

Emergence of dominant toxigenic M1T1 Streptococcus pyogenes clone during increased scarlet fever activity in England: a population-based molecular epidemiological study.

BACKGROUND: Since 2014, England has seen increased scarlet fever activity unprecedented in modern times. In 2016, England's scarlet fever seasonal rise coincided with an unexpected elevation in invasive Streptococcus pyogenes infections. We describe the molecular epidemiological investigation of these events. METHODS: We analysed changes in S pyogenes emm genotypes, and notifications of scarlet fever and invasive disease in 2014-16 using regional (northwest London) and national (England and Wales) data. Genomes of 135 non-invasive and 552 invasive emm1 isolates from 2009-16 were analysed and compared with 2800 global emm1 sequences. Transcript and protein expression of streptococcal pyrogenic exotoxin A (SpeA; also known as scarlet fever or erythrogenic toxin A) in sequenced, non-invasive emm1 isolates was quantified by real-time PCR and western blot analyses. FINDINGS: Coincident with national increases in scarlet fever and invasive disease notifications, emm1 S pyogenes upper respiratory tract isolates increased significantly in northwest London in the March to May period, from five (5%) of 96 isolates in 2014, to 28 (19%) of 147 isolates in 2015 (p=0·0021 vs 2014 values), to 47 (33%) of 144 in 2016 (p=0·0080 vs 2015 values). Similarly, invasive emm1 isolates collected nationally in the same period increased from 183 (31%) of 587 in 2015 to 267 (42%) of 637 in 2016 (p<0·0001). Sequences of emm1 isolates from 2009-16 showed emergence of a new emm1 lineage (designated M1UK)-with overlap of pharyngitis, scarlet fever, and invasive M1UK strains-which could be genotypically distinguished from pandemic emm1 isolates (M1global) by 27 single-nucleotide polymorphisms. Median SpeA protein concentration in supernatant was nine-times higher among M1UK isolates (190·2 ng/mL [IQR 168·9-200·4]; n=10) than M1global isolates (20·9 ng/mL [0·0-27·3]; n=10; p<0·0001). M1UK expanded nationally to represent 252 (84%) of all 299 emm1 genomes in 2016. Phylogenetic analysis of published datasets identified single M1UK isolates in Denmark and the USA. INTERPRETATION: A dominant new emm1 S pyogenes lineage characterised by increased SpeA production has emerged during increased S pyogenes activity in England. The expanded reservoir of M1UK and recognised invasive potential of emm1 S pyogenes provide plausible explanation for the increased incidence of invasive disease, and rationale for global surveillance. FUNDING: UK Medical Research Council, UK National Institute for Health Research, Wellcome Trust, Rosetrees Trust, Stoneygate Trust

31st Annual Meeting and Associated Programs of the Society for Immunotherapy of Cancer (SITC 2016) : part two

Background The immunological escape of tumors represents one of the main ob- stacles to the treatment of malignancies. The blockade of PD-1 or CTLA-4 receptors represented a milestone in the history of immunotherapy. However, immune checkpoint inhibitors seem to be effective in specific cohorts of patients. It has been proposed that their efficacy relies on the presence of an immunological response. Thus, we hypothesized that disruption of the PD-L1/PD-1 axis would synergize with our oncolytic vaccine platform PeptiCRAd. Methods We used murine B16OVA in vivo tumor models and flow cytometry analysis to investigate the immunological background. Results First, we found that high-burden B16OVA tumors were refractory to combination immunotherapy. However, with a more aggressive schedule, tumors with a lower burden were more susceptible to the combination of PeptiCRAd and PD-L1 blockade. The therapy signifi- cantly increased the median survival of mice (Fig. 7). Interestingly, the reduced growth of contralaterally injected B16F10 cells sug- gested the presence of a long lasting immunological memory also against non-targeted antigens. Concerning the functional state of tumor infiltrating lymphocytes (TILs), we found that all the immune therapies would enhance the percentage of activated (PD-1pos TIM- 3neg) T lymphocytes and reduce the amount of exhausted (PD-1pos TIM-3pos) cells compared to placebo. As expected, we found that PeptiCRAd monotherapy could increase the number of antigen spe- cific CD8+ T cells compared to other treatments. However, only the combination with PD-L1 blockade could significantly increase the ra- tio between activated and exhausted pentamer positive cells (p= 0.0058), suggesting that by disrupting the PD-1/PD-L1 axis we could decrease the amount of dysfunctional antigen specific T cells. We ob- served that the anatomical location deeply influenced the state of CD4+ and CD8+ T lymphocytes. In fact, TIM-3 expression was in- creased by 2 fold on TILs compared to splenic and lymphoid T cells. In the CD8+ compartment, the expression of PD-1 on the surface seemed to be restricted to the tumor micro-environment, while CD4 + T cells had a high expression of PD-1 also in lymphoid organs. Interestingly, we found that the levels of PD-1 were significantly higher on CD8+ T cells than on CD4+ T cells into the tumor micro- environment (p < 0.0001). Conclusions In conclusion, we demonstrated that the efficacy of immune check- point inhibitors might be strongly enhanced by their combination with cancer vaccines. PeptiCRAd was able to increase the number of antigen-specific T cells and PD-L1 blockade prevented their exhaus- tion, resulting in long-lasting immunological memory and increased median survival

The Challenges and Dynamics of Flipped Learning Totally Online: The Case of Training Research Postgraduates to Be University Instructors

“Flipped classroom” is one of the popular blended learning approaches in Higher Education (HE) with significant use of technology. A “flipped” course typically engages students to do pre-class online learning at their own pace; the teachers then design active learning activities to reinforce students’ online learning in a physical classroom setting. Although literatures suggest that active learning after self-directed online learning can take place not only in traditional lectures hall but also online learning spaces, there is a lack of studies that investigate how the “relocation” of the face-to-face component online would affect students’ learning. As the COVID-19 pandemic has suspended face-to-face teaching on HE campuses worldwide, this article seizes the opportunity to examine the difficulties and possibilities of conducting flipped learning totally online. By evaluating the delivery of a flipped course for 46 research postgraduate students in Hong Kong during the pandemic-stricken period, the teaching team of the captioned course summarizes how the paradigm shift of flipped learning from partially online to totally online simultaneously distort and create new dynamics of in-class interaction and collaboration. Recommendations on how to better implement and research “flipped learning totally online” as a pedagogy across multiple disciplines will also be highlighted