Exploring The Effect of Online Course Design on Preservice Teachers’ Knowledge Transfer and Retention Through Learning Analytics

There is a vast amount of data collected on e-learning platforms that can provide insight and guidance to both learners and educators. However, this data is rarely used for evaluation and understanding the learning process. Hence, to fill this gap in the literature this study explored the effect of online course design on students’ transfer and retention of knowledge through learning analytics. The aim was to reveal study behaviours of participants over a short time while exploring their academic performance. Using a mixed method approach, this research is conducted in two different countries in a limited time. The results showed that the more times students visited the learning module and the longer these visits, the higher the students’ transfer knowledge scores in this module. Most importantly, the only variable found to be a significant predictor of students’ transfer learning outcome was the number of sessions in the module website

A multimodal cell census and atlas of the mammalian primary motor cortex

ABSTRACT We report the generation of a multimodal cell census and atlas of the mammalian primary motor cortex (MOp or M1) as the initial product of the BRAIN Initiative Cell Census Network (BICCN). This was achieved by coordinated large-scale analyses of single-cell transcriptomes, chromatin accessibility, DNA methylomes, spatially resolved single-cell transcriptomes, morphological and electrophysiological properties, and cellular resolution input-output mapping, integrated through cross-modal computational analysis. Together, our results advance the collective knowledge and understanding of brain cell type organization: First, our study reveals a unified molecular genetic landscape of cortical cell types that congruently integrates their transcriptome, open chromatin and DNA methylation maps. Second, cross-species analysis achieves a unified taxonomy of transcriptomic types and their hierarchical organization that are conserved from mouse to marmoset and human. Third, cross-modal analysis provides compelling evidence for the epigenomic, transcriptomic, and gene regulatory basis of neuronal phenotypes such as their physiological and anatomical properties, demonstrating the biological validity and genomic underpinning of neuron types and subtypes. Fourth, in situ single-cell transcriptomics provides a spatially-resolved cell type atlas of the motor cortex. Fifth, integrated transcriptomic, epigenomic and anatomical analyses reveal the correspondence between neural circuits and transcriptomic cell types. We further present an extensive genetic toolset for targeting and fate mapping glutamatergic projection neuron types toward linking their developmental trajectory to their circuit function. Together, our results establish a unified and mechanistic framework of neuronal cell type organization that integrates multi-layered molecular genetic and spatial information with multi-faceted phenotypic properties

Toward Improving Preservice Teachers’ Intention to Use Technology in their Future Classroom: Examining the Effect of Project-based Learning on Students’ Attitude Change

The purpose of this study was to examine the effect of project-based learning (PBL) on changing preservice teachers’ intention to use technology in their future classroom. By utilizing theory of planned behavior (TPB), the researchers used a mixed method to identify the strength of the effect that PBL has on preservice teachers’ attitudinal beliefs, subjective norms, and perceived behavioral control leading to change in their intention to use technology. Participants were 36 preservice teachers enrolled in one graduate section and two undergraduate in a required technology integration course in a Midwest university. Multiple linear regression analysis was conducted to develop a model predicting preservice teachers’ use of technology in future classrooms. The results of the predictor model was able to account for 55% of the variance in students’ intention and was statistically significant. The results also found that students’ perceived proficiency is a significant predictor to use technology in future classroom. Furthermore, the PBL method improved students’ perceived self-efficacy, perceived proficiency and intention compared to beginning of the semester. Students seem to favor this learning method and indicated that PBL environment gave them sense of control to create personalized projects, manage and support their learning goals, communicate their questions and progress with others and connecting the projects they worked on to their own context and experience

Assessing the Correlations among Cognitive Overload, Online Course Design and Student Self-efficacy

From Introduction: The design of learning materials is an essential component of student success in the online environment. Online courses that are designed based on cognitive science principles “assist students in managing their cognitive load and focusing their cognitive resources during learning and problem solving” (Chandler & Sweller, 1991). Learners are affected by the way the learning materials are designed and are more likely to gain deeper conceptual understanding from the content designed based on CTML (Baggett, 1984; Mayer, 2002; Mayer & Moreno, 2002). While multimedia design techniques have been investigated in relation to students’ knowledge acquisitions in face-to-face and online, the present study examines the relationship between online course design and student self-efficacy. Students experiencing cognitive overload are predicted to display weak self-efficacy beliefs. Online courses based on CTML are expected to reduce students’ cognitive load to perform the online tasks and produce students with higher levels of self-efficacy

Assessing the Effect of Flipping the Teaching Strategy on Preservice Teachers\u27 Academic Achievement and Perception in a Technology Course

The purpose of this study was to investigate the implications of the use of flipped teaching strategy on preservice teachers’ learning outcomes, self-efficacy and perception. The investigators employed a within-subject design with independent variable: the teaching method (flipped-based (FB) or lecture-based (LB) and two dependent variables: (1) learning outcome (2) students’ perception of self-efficacy to integrate technology in teaching. The results showed that there were differences between students’ mean test scores and the differences were statistically significant (higher in FB). The results also showed that students’ self-efficacy mean scores were higher after using FB compared to LB and the differences were statistically significant. Finally, preservice teachers favor the use of FB strategy in technology integration course compared to the LB (452 in favor vs. 104 not in favor), (62.90% in favor vs.14.50% not in favor)

Examining the Effect of Flipped Teaching Strategy on Preservice Teachers’ Academic Achievement and Self-efficacy in a Face-to-Face Course

The purpose of this study was to investigate the implications of the use of flipped teaching strategy on preservice teachers’ learning outcomes, self-efficacy and perception. The investigators employed a within-subject design with independent variable: the teaching method (flipped-based (FB) or lecture-based (LB) and two dependent variables: (1) learning outcome (2) students’ perception of self-efficacy to integrate technology in teaching. The participants were 60 preservice teachers (39 undergraduates, 21 graduates, average age 22-25 years). The results showed that there were differences between students’ mean test scores and the differences were statistically significant (higher in FB). The results also showed that students’ self-efficacy mean scores were higher after using FB compared to LB and the differences were statistically significant. Finally, the investigators collected the results of 12 questions from 60 students to assess their perception on the FB teaching strategy and found that preservice teachers favor the use of FB strategy in technology integration course compared to the LB (452 in favor vs. 104 not in favor), (62.90% in favor vs.14.50% not in favor). These results suggest that FB teaching strategy really have positive effect on preservice teachers’ test scores, self-efficacy and the majority of them are in favor of its use in technology integration course. Furthermore, the majority of students who prefer the FB indicated that a reason of favoring this strategy is that it promotes collaboration and hands-on activities during the class time. Other students found that FB strategy had less lecture time, they can work at their own pace, they are able to interact more with the teacher and ask questions and that they do not have to sit and listen to an hour long lecture that “goes in one ear and out the other one”

Assessing the Effect of Applying Cognitive Theory of Multimedia Learning on Students’ Learning Outcome and Self-efficacy in Online Learning Environment

Design principles grounded in the cognitive theory of multimedia learning (CTML): segmentation and signaling (SS) were applied to an online course module. Undergraduate students enrolled in educational technology courses voluntarily participated in the study (n= 57). Students were randomly assigned to either the control group or the treatment group. The treatment group (SS condition) viewed online learning material in small sections (segmented). An introduction and summary highlighted the main concepts of the content (signaled). The treatment group sequentially progressed through the sections of the module. The control group had no segmentation or signaling and navigated the learning material without restriction. Students were assessed on the learning outcome and self-efficacy. The results show significant improvement in learning outcomes for the SS group compared to the control group and indicate a

Empowering Pre-service Teachers to Integrate Technology: The Effect of Project-Based Instruction on Students’ Self-regulation and Self-Efficacy Perception in Face-to-Face, Hybrid and Online Learning Environment

The purpose of this study was to investigate the effect of project-based learning (PBL) on pre-service teachers’ self-regulation and self-efficacy skills in face-to-face, hybrid and online learning environment. The investigators employed a within-subject design. The projects used were in three different learning settings: Face-to-face, hybrid and online. The results revealed that the use of the project-based teaching strategy does improve pre-service teachers’ self-regulation skills in a technology integration course. Furthermore, the results showed that students’ self-efficacy perception was significantly improved after engaging in PBL strategy and that pre-service teachers’ self-regulated skills improved equally in three different learning environments: face-to-face, hybrid and online. Finally, the results showed that the PBL activities improve pre-service teachers’ self-regulated skills, regardless their learning preferences

The Effects of Interactive Instructional Video on Students\u27 Knowledge Acquisition and Academic Characteristics in an Online Learning Environment

Using the cognitive theory of multimedia learning as a framework, this study investigated the effects of interactive instructional video on students’ knowledge acquisition in an online learning environment. Furthermore, the study examined whether students’ learning outcomes differed according to their learning styles and pre-existing academic ability during learning from instructional video. The results showed that there were differences between students’ final scores in interactive video condition compared to the non-interactive video condition, and the differences were statistically significant (higher in interactive video condition). The results also showed that although students differ in their learning preferences and their pre-existing academic ability, they benefitted equally from learning from the instructional video. These results suggest that instructional video can have positive effects on preservice teachers’ learning and benefit all students equally, regardless of the..