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With new technology tools available for educators and students, effectively using these tools to improve teaching and learning has become a constant theme for research and practice in the field of education. In this study, case-analysis was conducted on 305 published studies (from 140 peer-reviewed regional, national and international journals) that explored the effect of using technology on student learning in science, mathematics, and engineering (SME) at K-12 and university levels. Seven factors were summarized ("Content Design," "Technology Design," "Integration Design," "Interactive Learning," "Motivation," "New Trends in Content," and "New Trends in Technology") and used to generate a logistic predictive model. The model suggests that five of the seven factors significantly predicting the probability of a technology-based SME learning experience to be successful. A technology integration model was tested with the case analysis. Static and dynamic instructional design models and new trends in e-learning are also discussed.

This qualitative-dominant mixed methods study aimed to investigate how native English speaking third graders (n = 72) and sixth graders (n = 88) navigate cohesive ties in academic sentences. There are studies on supporting students with academic language at the word and text levels, but less research has been done on readers’ knowledge of the dense and challenging sentences in academic texts. The current study examines both how students navigate cohesion in academic sentences as well as how their knowledge of cohesion relates to their performance on reading comprehension measures. With a multi-case study framework, we analyzed students’ (n = 6) metalinguistic interviews with academic sentences. We then designed Maze tasks for a larger sample (n = 160) to identify patterns in students’ knowledge of cohesion. We also conducted correlational analyses between students’ sentence-level knowledge and performance on measures of reading comprehension. Qualitative findings suggest that students draw on both metalinguistic and epilinguistic knowledge to explain cohesion, and that students value explicit instruction with academic sentences. Quantitative findings show that knowledge of cohesive ties is significantly correlated with performance on reading comprehension measures. Implications and future research for both monolingual and multilingual learners are addressed.

In educational technology research, most studies are conducted to explore the effectiveness of using technology to improve teaching and learning. Priori power analysis enables researchers to determine sufficient sample size for achieving adequate statistical power during research planning. Observed power analysis is carried out on completed studies to estimate statistical power. While priori power analysis is recommended for sample size estimation, observed power analysis has been criticized for being incorrect and misleading. To understand current practices of power analysis in the field, we conducted a content analysis on five years' publications in "Educational Technology Research and Development" from 2014 to 2018, a total of 178 articles. Our findings showed that only two articles (1.1%) reported a priori power analysis and seven articles (4.0%) reported observed power although it is not recommended. To facilitate sample size determination during research planning, we generated sample size tables for various t tests and ANOVAs from G*Power. Best practice recommendations to conduct and report educational technology research are provided.

Teachers have faced various challenges during the coronavirus pandemic, including lack of skills and knowledge to teach remotely, unstable or no internet access for students in rural areas, and increasing needs to stimulate student motivation. In this article, we introduce the design, development, and implementation of a stand-alone package of multilayer videos that can be delivered to learners with or without internet access. The multilayer videos simulate real classroom environments and learning experiences to facilitate remote learning, and consist of three layers: session guidance videos (Layer 1), content instructional videos (Layer 2), and activity videos (Layer 3). The session guidance videos provide students with a road map of the class session. The content instructional videos are designed to introduce the course content. The activity videos are developed to enhance hands-on learning activities. A case study was conducted in which we used such multilayer videos to teach right triangle trigonometry. Preliminary results from the case study showed that most students gained knowledge from watching the videos. In addition, students gave positive written feedback on the multilayer videos. However, they still preferred the conventional in-person learning approach to the multilayer video learning approach. We provide our suggestions on designing multilayer videos to enhance remote learning.

There are only a handful of studies focused on assessing online teaching. Yet, the uniqueness of online course environment provides instructors more opportunities to conduct self-assessment of their own teaching than the traditional face-to-face classroom. In this paper, we demonstrate two types of self-assessment through two cases that online course instructors can use to evaluate the course content during their regular online instructional procedures. An end-of-semester oral examination was used in Case One whereas the weekly discussion posts were used in Case Two. The instructors performed self-assessment, based on which they redesigned the course contents and activities. Nonparametric analyses were used to examine students' learning outcomes. Results indicate that, in both cases, student learning improved with the redesigned contents and activities.

Literature has suggested numerous benefits of online learning. In this study, we focused on asynchronous online discussion in higher education. We defined effective online discussions as making social presence known and conducting multidimensional discussions. Three dimensions were used to define multidimensional discussions: time, learning space, and example. Discussion posts and course evaluations made by graduate students in two online courses were examined to understand whether different sizes of online discussion groups and requirements for discussions can generate different frequencies of social presence and multidimensional discussions. Results showed that when the class size was around 30, whole class interaction in online discussions and requiring students to reply to others' posts encouraged students to make their social presence known and to conduct multidimensional discussions. Furthermore, when students were assigned to small groups of three or four students for online discussions, the frequencies of social presence and multidimensional discussions depended on other group members' engagement in discussions. Findings from the study also provided evidence that making one's social presence known was positively related to multidimensional discussions. Implications of the findings are discussed.

Homeless children usually experience high mobility. Yet, it is not clear if the degree of mobility among homeless children is associated with their academic performance. Furthermore, an emerging body of literature is beginning to examine the impact of specific living arrangements (e.g., living with families or friends) on homeless family and child outcomes. This research aimed to examine the effects of demographic risk factors, as well as mobility and type of living arrangement, on the academic performance of homeless children receiving educational support through the McKinney-Vento Act. Although neither mobility or living arrangement were associated with standardized test achievement, minority status, gender, special learning needs, and absenteeism still presented as risk factors for academic achievement in this sample of children experiencing homelessness. Recommendations for teacher practices and classroom instructions are presented.

Given the long history of discussion of issues surrounding statistical testing and effect size indices and various attempts by the American Psychological Association and by the American Educational Research Association to encourage the reporting of effect size, most journals in education and psychology have witnessed an increase in effect size reporting since 1999. Yet, effect size was often reported in three indices, namely, the unadjusted "R"[superscript 2], Cohen's "d", and "?"[superscript 2] with a simple labeling of small, medium, or large, according to Cohen's (1969) criteria. In this article, the authors present several alternatives to Cohen's "d" to help researchers conceptualize effect size beyond standardized mean differences for between-subject designs with two groups. The alternative effect size estimators are organized into a typology and are empirically contrasted with Cohen's "d" in terms of purposes, usages, statistical properties, interpretability, and the potential for meta-analysis. Several sound alternatives are identified to supplement the reporting of Cohen's "d." The article concludes with a discussion of the choice of standardizers, the importance of assumptions, and the possibility of extending sound alternative effect size indices to other research contexts.

The optical properties (Angstrom exponent and depolarization) of aerosols are analyzed to characterize the dust particles at different altitudes of the atmosphere using the backscatter signal from the space borne Lidar (CALIPSO) over Asian region with emphasis on Taiwan and Indian regions. The physical and optical properties of dust particles are found different at wet and dry weather conditions. The size distribution of dust particles at different altitudes is estimated. Finally the correlation between the particle depolarization and the angstrom exponent of dust particles at different altitudes is analyzed and the possible reasons are discussed. Further, the spatial inhomogeneity in the correlation coefficient is noticed and the possible relation with regional weather conditions is discussed.

A common strategy to improve the sensitivity of a biosensor for the detection of a low abundance analyte is to preconcentrate the analyte molecules before detection. A dual-functional gold–iron oxide core–satellite hybrid nanoparticle structure is proposed in this work to overcome the drawbacks of traditional sample pretreatment methods and the methods using non-magnetic nanomaterials for sample pretreatment. The new dual-functional hybrid nanoparticle structure can simultaneously serve as a signal reporter of a biorecognition event and a preconcentrator of a target at an extremely low concentration in a nanoplasmonic biosensor. By utilizing a fiber optic nanogold-linked sorbent assay in the fiber optic particle plasmon resonance (FOPPR) biosensor and an arbitrary DNA sequence as a target, we have demonstrated that the use of the new hybrid nanoparticle structure with magnetic preconcentration improves the limit of detection (LOD) for the DNA by 18 times as compared to the same method without magnetic preconcentration, so that the LOD for detecting the DNA can be as low as 2.6 fM. The new hybrid nanoparticle structure is easy to prepare and its use in the high-sensitivity and low-cost FOPPR biosensor provides vast opportunities in point-of-care applications. [ABSTRACT FROM AUTHOR]

Compared to asynchronous courses, synchronous courses most replicated in-person classes and therefore were preferred by students. Interestingly, this study revealed that students who had taken multiple online classes before the transition tended to evaluate the online portion of the courses higher than their counterparts. For example, they needed to learn how to use the learning management system to deliver the online course, how to create and deliver learner-friendly instructional videos that met the accessibility requirements, or how to deliver the Hyflex course, with part of the class in the classroom, and the rest remotely on Zoom or a synchronous online learning platform. Technology has been used as a tool to support and improve teaching and learning for decades and I Computers in the Schools i (CITS) has been publishing the best practice and research findings in this field for over 38 years. [Extracted from the article]

Teachers have faced various challenges during the coronavirus pandemic, including lack of skills and knowledge to teach remotely, unstable or no internet access for students in rural areas, and increasing needs to stimulate student motivation. In this article, we introduce the design, development, and implementation of a stand-alone package of multilayer videos that can be delivered to learners with or without internet access. The multilayer videos simulate real classroom environments and learning experiences to facilitate remote learning, and consist of three layers: session guidance videos (Layer 1), content instructional videos (Layer 2), and activity videos (Layer 3). The session guidance videos provide students with a road map of the class session. The content instructional videos are designed to introduce the course content. The activity videos are developed to enhance hands-on learning activities. A case study was conducted in which we used such multilayer videos to teach right triangle trigonometry. Preliminary results from the case study showed that most students gained knowledge from watching the videos. In addition, students gave positive written feedback on the multilayer videos. However, they still preferred the conventional in-person learning approach to the multilayer video learning approach. We provide our suggestions on designing multilayer videos to enhance remote learning. [ABSTRACT FROM AUTHOR]

Objective: This study explored the multiple mediating effects of cancer threat appraisal, functional status, and symptom distress on the association between mindfulness and depression in colorectal cancer (CRC) patients at the transition stage after completing cancer treatments. Methods: A total of 90 CRC survivors who received cancer treatments within 3 months participated in this cross‐sectional study. The functional status and symptom distress (EORTC‐C30 and EORTC CR29), dispositional mindfulness (Five Facet Mindfulness Questionnaire), cancer threat appraisal (Constructed Meaning Scale), and depressive symptoms (Beck Depression Inventory‐II scale) were collected. The mediation and moderation analyses were conducted using the PROCESS macros for SPSS. Results: Survivors' dispositional mindfulness (γ = −0.49, p < 0.001) and cancer threat appraisal (γ = −0.59, p < 0.001) were significantly associated with depressive symptoms. Simple mediation analysis indicated that cancer threat appraisal mediated the relationship between dispositional mindfulness and depression (β = −0.02, 95% CI = −0.04 to −0.001). The multiple mediated analysis identified the path between dispositional mindfulness and depression via cancer threat appraisal and colorectal symptom distress (β = −0.01, 95% CI = −0.03 to −0.01). In the mediated moderation model, the path between dispositional mindfulness and depression via colorectal function was moderated by cancer threat appraisal (β = −0.02, 95% CI = −0.05 to −0.004). Conclusions: The two cognitive mechanisms of reducing CRC survivors' depression are as follows: (1) dispositional mindfulness reducing the appraisal of cancer as a threat and increasing positive perceptions of CRC symptoms and (2) the cancer threat appraisal buffered the impacts of CRC's mindfulness and colorectal function on depressive symptoms. Developing mindfulness with cognitive training is recommended for improving depressive symptoms among CRC patients in the transition period. [ABSTRACT FROM AUTHOR]

Homocysteine (Hcy) is a sulfur‐containing amino acid that originated in methionine metabolism and the elevated level of Hcy in plasma is considered to be an independent risk factor for cardiovascular diseases (CVD). Endothelial dysfunction plays a major role in the development of CVD, while the potential mechanism of Hcy‐induced endothelial dysfunction is still unclear. Here, in Hcy‐treated endothelial cells, we observed the destruction of mitochondrial morphology and the decline of mitochondrial membrane potential. Meanwhile, the level of ATP was reduced and the reactive oxygen species was increased. The expressions of dynamin‐related protein 1 (Drp1) and phosphate‐Drp1 (Ser616) were upregulated, whereas the expression of mitofusin 2 was inhibited by Hcy treatment. These findings suggested that Hcy not only triggered mitochondrial dysfunction but also incurred an imbalance of mitochondrial dynamics in endothelial cells. The expression of mitochondrial calcium uniporter (MCU) was activated by Hcy, contributing to calcium transferring into mitochondria. Interestingly, the formation of mitochondria‐associated membranes (MAMs) was increased in endothelial cells after Hcy administration. The inositol 1,4,5‐triphosphate receptor (IP3R)–glucose‐regulated protein 75 (Grp75)–voltage‐dependent anion channel (VDAC) complex, which was enriched in MAMs, was also increased. The accumulation of mitochondrial calcium could be blocked by inhibiting with the IP3R inhibitor Xestospongin C (XeC) in Hcy‐treated cells. Then, we confirmed that the mitochondrial dysfunction and the increased mitochondrial fission induced by Hcy could be attenuated after Hcy and XeC co‐treatment. In conclusion, Hcy‐induced mitochondrial dysfunction and dynamics disorder in endothelial cells were mainly related to the increase of calcium as a result of the upregulated expressions of the MCU and the IP3R–Grp75–VDAC complex in MAMs. [ABSTRACT FROM AUTHOR]

Abstract Soy protein, a rich source of phytoestrogens, exhibit estrogen-type bioactivity. The purpose of this study was to determine if ingestion of isoflavones before ovariectomy can prevent bone loss following ovariectomy. Twenty-four nulliparous Wistar rats were randomly divided into four groups. In the normal diet groups, a sham operation was performed on Group A, while ovariectomy was performed on Group B. For Groups C and D, all rats were fed with an isoflavone-rich (25 mg/day) diet for one month, then bilateral ovariectomy were performed. In the rats in Group C, a normal diet was begun following the ovariectomy. The rats in Groups D continued to receive the isoflavone-rich diet for two additional months postoperatively. All rats were sacrificed 60 days after surgery. The weight of bone ash of the long bones and whole lumbar spine were determined. A histological study of cancellous bone was done and biochemical indices of skeletal metabolism were performed and analyzed. The markers of bone metabolism exhibited no significant changes. When compared with the sham-operated rats fed a normal diet, the bone mass of ovariectomized rats decreased significantly; pre-ovariectomy ingestion of an isoflavone-rich diet did not prevent bone loss. The bone mass of rats treated with an isoflavone-rich diet for three months was higher than controls two months after ovariectomy. Dietary isoflavones did not prevent the development of post-ovariectomy bone loss, but long-term ingestion of an isoflavone-rich diet increased the bone mineral contents after ovariectomy in young rats.

Abstract Background and Purpose Intensive eccentric exercise can cause muscle damage. We simulated an animal model of isokinetic eccentric exercise by repetitively stretching stimulated triceps surae muscle-tendon units to determine if such exercise affects the mechanical properties of the unit within its physiologic excursion. Methods Biomechanical parameters of the muscle-tendon unit were monitored during isokinetic eccentric loading in 12 rabbits. In each animal, one limb (control group) was stretched until failure. The other limb (study group) was first subjected to isokinetic and eccentric cyclic loading at the rate of 10.0 cm/min to 112% (group I) or 120% (group II) of its initial length for 1 hour and then stretched to failure. Load-deformation curves and biomechanical parameters were compared between the study and control groups. Results When the muscle-tendon unit received eccentric cyclic loading to 112%, changes in all biomechanical parameters – except for the slope of the load-deformation curve – were not significant. In contrast, most parameters, including the slope of the load-deformation curve, peak load, deformation at peak load, total energy absorption, and energy absorption before peak load, significantly decreased after isokinetic eccentric cyclic loading to 120%. Conclusion We found a threshold for eccentrically induced injury of the rabbit triceps surae muscle at between 12% and 20% strain, which is within the physiologic excursion of the muscle-tendon units. Our study provided evidence that eccentric exercise may induce changes in the biomechanical properties of skeletal muscles, even within the physiologic range of the excursion of the muscle-tendon unit.