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The purpose of this study was to examine effective design elements for online courses in the science, technology, engineering, and mathematics (STEM) fields at a large four-year public university in southeastern United States. Our research questions addressed the influence of online design elements on students' perception of learning and learning satisfaction. An online survey was completed by 537 students from 15 online STEM courses in spring 2016. The survey results indicated that student perceptions of learning and satisfaction were correlated with their perceptions of the efficacy of specific design elements, such as integrated active learning activities, interactive engagement strategies, and robust assessment design. In particular, perception of assessment design efficacy was significantly correlated with students' self-perceived learning and learning satisfaction for students of all subpopulations. The findings inform instructors and instructional designers on how to design effective, inclusive, and engaging online STEM courses. Student survey responses were observed to support universal design for learning (UDL) and in light of this, online STEM instructors are also strongly encouraged to utilize UDL principles in course design, which benefit not only students with disabilities but all students.

Despite the pressure from potential employers and higher education administrators to develop students' global and intercultural competence, traditional study abroad programs simply are not feasible for many postsecondary students (Berdan & Johannes, 2014; Fischer, 2015). The purpose of this study was to evaluate the effectiveness of an online delivery model for study abroad activities. Building upon the findings of an initial exploratory program using Adobe Connect web conferencing tools, this evaluative case study was the second in a series of design based research studies intended to identify effective practices and develop recommendations to further refine the model through an iterative evaluation process. Using the Online Learning Consortium's Quality Framework, each of the Five Pillars that support successful online learning (access, student satisfaction, faculty satisfaction, learning effectiveness, & scale) was evaluated through a combination of anonymous surveys, pre/post assessments, observations, and student & instructor interviews (Moore, 2005). Regarding access, 26 students who were enrolled in an intercultural communication course were able to participate in a study abroad experience in Italy; 10 students participated in the traditional study abroad trip in Italy while the other 16 participated virtually. The online students were able to join the live meetings, thus expanding their access to international experiences that normally would be closed to them. In terms of student and faculty satisfaction, both groups of students and the instructor reported specific areas of satisfaction, offered critical feedback, and felt that the concept was a viable one. While the students who traveled to Italy had a far more immersive experience, both groups demonstrated gains in learning. Using Morais and Ogden's (2010) global citizenship pre/post assessment, both groups showed improvement on the selfawareness and intercultural communication scales, and when comparing the two groups the online students improved more on the social responsibility scale while the students who traveled improved more on the global knowledge scale. Both groups submitted assignments of similar quality, engaged in communications between the abroad and online groups, and interacted with the instructor and experts in the field. In terms of differences in student engagement, students had differing opinions on the interaction with the technology and the online group asked more questions during live meetings. The implications of this pilot study should inform the planning of the next case evaluation and are important for other educators who wish to implement a similar approach to internationalizing the curriculum through online instruction.

Fostering metacognition can be challenging within large enrollment settings, particularly within STEM fields concentrating on problem-solving skills and their underlying theories. Herein, the research problem of realizing more frequent, insightful, and explicitly-rewarded metacognition activities at significant scale is investigated via a strategy utilizing a hierarchy of assessments. Referred to as the "STEM-Optimal Digitized Assessment Strategy (SODAS)," this targeted approach engages frequent assessment, instructor feedback, and learner self-reflection across the hierarchy of learning mechanisms comprising Bloom's Taxonomy of Learning Domains. SODAS spans this hierarchy of learning mechanisms via a progression of (i) unregulated online assessment, (ii) proctored Computer-Based Assessment (CBA), (iii) problem-based learning activities assessed in the laboratory setting, and (iv) personalized Socratic discussions of scanned scrap sheets that accompanied each learner's machine-graded formative assessments. Results of a case study integrating SODAS within a high-enrollment Mechanical Engineering Heat Transfer course at a large state university are presented for enrollment of 118 students. Six question types were delivered with lockdown proctored testing via auto-grading within the Canvas Learning Management System (LMS), along with bi-weekly laboratory activities to address the higher layers of Bloom's Taxonomy. Sample assessment formats were validated through student use and schedules of responsibilities for instructors across four tiers of assessment levels (facts, concepts, procedures, and metacognition), two testing delivery mechanisms (electronic textbook exercises and proctored CBA), and three remediation mechanisms (self-paced, score clarification, and experiment clarification), which showed that learning achievement can increase by up to 16.9% compared to conventional assessment strategies, while utilizing comparable instructor resources and workloads.

The Teaching Online Preparation Toolkit (TOPkit) is an open educational resource (website and two free, customizable online faculty development courses) that faculty developers anywhere can use. Florida-funded and Florida-focused in support of the State University System of Florida Board of Governors 2025 Strategic Plan for Online Education, TOPkit is a comprehensive resource that provides instructional designers, faculty developers, and educational technologists with the essential tools required to support faculty in the development of high-quality online courses. This article describes the online toolkit and specifically highlights the toolkit's pair of sample courses that may be downloaded and customized.

During the 1918 influenza pandemic, the virus likely passed from humans to pigs (1). Descendants of this virus (classical swine influenza viruses), first isolated in 1930 (2), have continued to [...]

Hybrid online delivery, which is also referred to as mixed-mode delivery, utilizes a combination of online content and traditional face-to-face methods which may benefit significantly from specific delivery adaptations for undergraduate engineering curricula. Herein, a novel eight-step phased instructional flow with several targeted adaptations is used to accommodate the mixed-mode delivery of STEM curricula is evaluated with a longitudinal study of students afforded these adaptations versus those without them. This STEM Blended Delivery Protocol (STEM-BDP) emphasizes scaffolding of analytical procedures along with hands-on problem solving throughout online and face-to-face components equally. Two high enrollment course case studies utilizing STEM-BDP are examined herein, including an Electrical and Computer Engineering required core undergraduate course and a Mechanical and Aerospace Engineering undergraduate course. The details of the STEM-BDP delivery strategies, learning activities, and student perceptions surveys are presented. Student-resolution longitudinal analysis within a controlled study using blinded evaluation indicates that over a five-year period, failure rates have decreased by 63% among students undergoing STEM-BDP while control and alternatives have not demonstrated similar improvements within the same degree programs. Given increasing enrollments within STEM curricula, it is sought to overcome challenges of conventional lecture-only delivery in high-enrollment courses. [ABSTRACT FROM AUTHOR]

Background: The burden of depressive disorder is large and new treatment approaches are required. Repurposing widely available drugs such as statins may be a time- and cost-effective solution. Statins have anti-inflammatory and anti-oxidant properties which have been shown to be relevant to the pathophysiology of depression. This study assesses the efficacy, acceptability, tolerability, and safety of statins in major depressive disorder. Methods: Our study is an update and extension of a previous meta-analysis published in 2016 by Salagre et al. We performed a systematic review (PubMed/MEDLINE, Cochrane CENTRAL, ISI Web of Science, CINAHL, and ClinicalTrials.gov until the 1st September 2020) and meta-analysis of randomized controlled trials using any statin against placebo or any other statin in the treatment of major depressive disorder. Our primary efficacy outcome measure was the mean value on any standardized scale for depressive symptoms at 8 weeks of treatment. We also calculated outcomes for efficacy, response, and remission at 2, 4, and 12 weeks, as well as acceptability (dropouts for any cause), tolerability (dropouts due to any adverse event), and safety (any adverse event) outcomes at the studies' endpoints. Furthermore, we conducted an exploratory network meta-analysis for the primary efficacy outcome to identify potential differences between statins. Results: We retrieved five randomized controlled trials meeting our inclusion criteria: four used a statin in addition to an antidepressant and compared it to placebo plus antidepressant, and one compared two statins alone. and one comparing one statin with another. Statins compared to placebo in addition to antidepressants were efficacious at 8 weeks (N = 255, SMD = -0.48, 95% CI = -0.74 to -0. 22) and 12 weeks (N = 134, SMD = -0.47, 95% CI = -0.89 to -0.05, moderate certainty) with no difference for acceptability, tolerability, and safety (low certainty). An exploratory network meta-analysis suggested that the most lipophilic statins, especially simvastatin, could be more efficacious than less lipophilic or hydrophilic molecules. Conclusions: This systematic review suggests the efficacy, acceptability, tolerability, and safety of statins in addition to antidepressants in patients with major depressive disorder. Further clinical trials in different settings are required to test this result. Trial rgistration: PROSPERO registration: CRD42020170938. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine effective design elements for online courses in the science, technology, engineering, and mathematics (STEM) fields at a large four-year public university in southeastern United States. Our research questions addressed the influence of online design elements on students' perception of learning and learning satisfaction. An online survey was completed by 537 students from 15 online STEM courses in spring 2016. The survey results indicated that student perceptions of learning and satisfaction were correlated with their perceptions of the efficacy of specific design elements, such as integrated active learning activities, interactive engagement strategies, and robust assessment design. In particular, perception of assessment design efficacy was significantly correlated with students' self-perceived learning and learning satisfaction for students of all subpopulations. The findings inform instructors and instructional designers on how to design effective, inclusive, and engaging online STEM courses. Student survey responses were observed to support universal design for learning (UDL) and in light of this, online STEM instructors are also strongly encouraged to utilize UDL principles in course design, which benefit not only students with disabilities but all students. [ABSTRACT FROM AUTHOR]

Despite the pressure from potential employers and higher education administrators to develop students' global and intercultural competence, traditional study abroad programs simply are not feasible for many postsecondary students (Berdan & Johannes, 2014; Fischer, 2015). The purpose of this study was to evaluate the effectiveness of an online delivery model for study abroad activities. Building upon the findings of an initial exploratory program using Adobe Connect web conferencing tools, this evaluative case study was the second in a series of design based research studies intended to identify effective practices and develop recommendations to further refine the model through an iterative evaluation process. Using the Online Learning Consortium's Quality Framework, each of the Five Pillars that support successful online learning (access, student satisfaction, faculty satisfaction, learning effectiveness, & scale) was evaluated through a combination of anonymous surveys, pre/post assessments, observations, and student & instructor interviews (Moore, 2005). Regarding access, 26 students who were enrolled in an intercultural communication course were able to participate in a study abroad experience in Italy; 10 students participated in the traditional study abroad trip in Italy while the other 16 participated virtually. The online students were able to join the live meetings, thus expanding their access to international experiences that normally would be closed to them. In terms of student and faculty satisfaction, both groups of students and the instructor reported specific areas of satisfaction, offered critical feedback, and felt that the concept was a viable one. While the students who traveled to Italy had a far more immersive experience, both groups demonstrated gains in learning. Using Morais and Ogden's (2010) global citizenship pre/post assessment, both groups showed improvement on the selfawareness and intercultural communication scales, and when comparing the two groups the online students improved more on the social responsibility scale while the students who traveled improved more on the global knowledge scale. Both groups submitted assignments of similar quality, engaged in communications between the abroad and online groups, and interacted with the instructor and experts in the field. In terms of differences in student engagement, students had differing opinions on the interaction with the technology and the online group asked more questions during live meetings. The implications of this pilot study should inform the planning of the next case evaluation and are important for other educators who wish to implement a similar approach to internationalizing the curriculum through online instruction. [ABSTRACT FROM AUTHOR]

There are substantial quantitative research and anecdotal reports on blended learning and blended learning courses. However, few research studies focus on what happens at the classroom level. This research study aims to consider the highly contextual environment of effective blended learning courses by identifying the strategies instructors use to unify the face-to-face and online components of their courses to support student success. Using a case study model, interviews were conducted with three community college instructors who were identified as exemplary teachers of blended learning courses in their institutions. The research questions explored in this article are: (R1) What are exemplary community college teachers' perceived obstacles to student success in blended courses? and (R2) What solutions or strategies do exemplary community college teachers employ to overcome perceived obstacles to student success in blended courses? The interviews were analyzed by the researchers to identify descriptive themes and sub-themes related to student success. It was found that "comfort" emerged as a mediating factor for student success, with "organization," "communication," and "support" acting as supporting themes. These findings will be reported as pedagogical strategies and scalable best practices for the design of blended courses that promote student success. [ABSTRACT FROM AUTHOR]

Clade 2.2 Eurasian-lineage H5N1 highly pathogenic avian influenza viruses (HPAIVs) were first detected in Qinghai Lake, China, in 2005 and subsequently spread through Asia, Europe, and Africa. Importantly, these viruses carried a lysine at amino acid position 627 of the PB2 protein (PB2 627K), a known mammalian adaptation motif. Previous avian influenza virus isolates have carried glutamic acid in this position (PB2 627E), commonly described to restrict virus polymerase function in the mammalian host. We sought to examine the effect of PB2 627K on viral maintenance in the avian reservoir. Viruses constructed by reverse genetics were engineered to contain converse PB2 627K/E mutations in a Eurasian H5N1 virus (A/turkey/Turkey/5/2005 [Ty/05]) and, for comparison, a historical pre-Asian H5N1 HPAIV that naturally bears PB2 627E (A/turkey/England/50-92/1991 [50-92]). The 50-92 PB2 627K was genetically unstable during virus propagation, resulting in reversion to PB2 627E or the accumulation of the additional mutation PB2 628R and/or a synonymous mutation from an A to a G nucleotide at nucleotide position 1869 (PB2 A1869G). Intriguingly, PB2 628R and/or A1869G appeared to improve the genetic stability of 50-92 PB2 627K. However, the replication of 50-92 PB2 627K in conjunction with these stabilizing mutations was significantly restricted in experimentally infected chickens, where reversion to PB2 627E occurred. In contrast, no significant effects on viral fitness were observed for Ty/05 PB2 627E or 627K in in vitro or in vivo experiments. Our observations suggest that PB2 627K is supported in Eurasianlineage viruses; in contrast, PB2 627K carries a significant fitness cost in the historical pre-Asian 50-92 virus. [ABSTRACT FROM AUTHOR]

Young patients with myasthenia gravis (MG) frequently have ectopic GC in their thymus. We investigated these ectopic GC by microdissection of GC B cells and analysis of their Ig gene characteristics, in comparison to normal GC. CDR3 length distribution, a measure of clonal variability, and Ig gene family usage were similar in MG and normal tonsil samples. Lineage tree analysis demonstrated similar diversification and mutations per cell compared with normal control trees. Mutations were observed in the framework regions, responsible for the structural integrity of the BCR; however, these mutations were mostly conservative or neutral, confirming that a functional BCR is conserved in MG. In the CDR, responsible for Ag binding, selection against replacement mutations was revealed. This may indicate that the MG clones analyzed are already highly Ag-specific, and therefore potential affinity-reducing replacement mutations in the CDR3 are not propagated, due to Ag-driven selection. Somatic hypermutation (SHM) targeting motifs and aa substitution preferences in MG were similar to those of normal controls. Overall, these results suggest that B cells in the ectopic GC in MG appear to undergo normal diversification and selection, in spite of the chronic nature and different environment of the response. [ABSTRACT FROM AUTHOR]

Outbreaks of highly pathogenic avian influenza virus (HPAIV) often result in the infection of millions of poultry, causing up to 100% mortality. HPAIV has been shown to emerge from low pathogenicity avian influenza virus (LPAIV) in field outbreaks. Direct evidence for the emergence of H7N7 HPAIV from a LPAIV precursor with a rare di-basic cleavage site (DBCS) was identified in the UK in 2008. The DBCS contained an additional basic amino acid compared to commonly circulating LPAIVs that harbor a single-basic amino acid at the cleavage site (SBCS). Using reverse genetics, outbreak HPAIVs were rescued with a DBCS (H7N7DB), as seen in the LPAIV precursor or an SBCS representative of common H7 LPAIVs (H7N7SB). Passage of H7N7DB in chicken embryo tissues showed spontaneous evolution to a HPAIV. In contrast, deep sequencing of extracts from embryo tissues in which H7N7SB was serially passaged showed retention of the LPAIV genotype. Thus, in chicken embryos, an H7N7 virus containing a DBCS appears naturally unstable, enabling rapid evolution to HPAIV. Evaluation in embryo tissue presents a useful approach to study AIV evolution and allows a laboratory-based dissection of molecular mechanisms behind the emergence of HPAIV. [ABSTRACT FROM AUTHOR]

Influenza A virus segment 2 is known to encode two polypeptides in overlapping open reading frames: PB1, the polymerase, and PB1-F2, a proapoptotic virulence factor. We show that a third major polypeptide is synthesized from PB1 mRNA via differential AUG codon usage. PB1 codon 40 directs translation of an N-terminally truncated version of the polypeptide (N40) that lacks transcriptase function but nevertheless interacts with PB2 and the polymerase complex in the cellular environment. Importantly, the expression of N40, PB1-F2, and PB1 are interdependent, and certain mutations previously used to ablate PB1-F2 production affected N40 accumulation. Removal of the PB1-F2 AUG upregulated N40 synthesis, while truncating PB1-F2 after codon 8 (with a concomitant M40I change in PB1) abolished N40 expression. A virus lacking both N40 and PB1-F2 replicated normally. However, viruses that did not express N40 but retained an intact PB1-F2 gene overexpressed PB1 early in infection and replicated slowly in tissue culture. Thus, the influenza A virus proteome includes a 12th primary translation product that (similarly to PB1-F2) is nonessential for virus viability but whose loss, in particular genetic backgrounds, is detrimental to virus replication. [ABSTRACT FROM AUTHOR]