Design Variables for Self-Directed Learning in MOOC Environment

Massive Open Online Courses (MOOCs) can meet education needs from diverse social, cultural, and access backgrounds and require a minimal cost of resources from learners. To successfully scaffold large and distributed populations to learn effectively in these MOOCs, the design needs to optimize self-directed learning. In this paper, the researchers investigated the design variables for MOOCs\u27 learning environment that allowed learning choices made by learners. With this study, the researchers developed a 21-item questionnaire based on a review of the literature and their MOOC design and implementation practices, Massive Online Open Course Learning Environment Design Questionnaire (MOOC-LED). The researchers used the quantitative survey study and developed an initial examination of the MOOC-LED factor structure, validity, and internal reliability. The analyses were based on the anonymous data of 162 participants’ perception of learning in MOOCs. The scholarly significance of the 21-item MOOC-LED questionnaire is discussed with its limitations, implications, and future directions

Adult attachment and incidental memory for emotional words

A  dual task of attachment priming and memory recognition was proposed to explore the effect of adult attachment styles on the incidental memory for emotional words. Subjects completed an attachment priming task which intends to activate internal working model of  attachment  by describing attachment-related scenes,  and then an incidental memory  recognition  test of words which differ in emotional meaning and relevance of attachment styles. Signal detection theory was used to compare the discriminability index and decision criterion of emotional words in subjects of different attachment style. Results showed that subjects with secure attachment styles performed better than insecure-attached subjects in the memory recognition test, in terms of higher hit rate, lower false alarm rate, and higher discriminability index.  We extended the influence of attachment styles on cognition to lower level of incidental memory, not just on higher cognitive level with emotional arousal as suggested by previous research

Adult attachment and incidental memory for emotional words

A  dual task of attachment priming and memory recognition was proposed to explore the effect of adult attachment styles on the incidental memory for emotional words. Subjects completed an attachment priming task which intends to activate internal working model of  attachment  by describing attachment-related scenes,  and then an incidental memory  recognition  test of words which differ in emotional meaning and relevance of attachment styles. Signal detection theory was used to compare the discriminability index and decision criterion of emotional words in subjects of different attachment style. Results showed that subjects with secure attachment styles performed better than insecure-attached subjects in the memory recognition test, in terms of higher hit rate, lower false alarm rate, and higher discriminability index.  We extended the influence of attachment styles on cognition to lower level of incidental memory, not just on higher cognitive level with emotional arousal as suggested by previous research

Underlying Role of Rumination-Mediated Attachment Style Plays in PTSD after TIA and Stroke

Objective: Attachment and rumination were examined as the intermediary variables on post-traumatic stress disorder and medication compliance in stroke or TIA patients. Methods: A total of 300 participants with stroke or TIA from the Second Hospital of Hebei Province were selected. Patients accomplished NIHSS, ABCD2, ECR, RSQ, and RRS on admission. After 3 months, the PCL-C and MMAS were collected. Results: In the stroke or TIA patients, the incident of PTSD was 7.7%; PTSD scores were significantly associated with attachment anxiety (r = 0.225, p p p < 0.01). After the Sobel test analysis and verification by the Baron and Kenny’s stepwise approach we found that ruminant mediated the relationship between attachment anxiety and PTSD; obsessive thinking mediated the relationship between attachment anxiety and PTSD. Conclusions: The relationship between attachment anxiety and PTSD was positively predicted by rumination and obsessive thinking. Adult attachment style, rumination, and PTSD scores may not predict medication compliance