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355. Short-Lived Circumstellar Interaction in the Low-Luminosity Type IIP SN 2016bkv

Author

Hosseinzadeh, Griffin, Valenti, Stefano, McCully, Curtis, Howell, D. Andrew, Arcavi, Iair, Jerkstrand, Anders, Guevel, David, Tartaglia, Leonardo, Rui, Liming, Mo, Jun, Wang, Xiaofeng, Huang, Fang, Song, Hao, Zhang, Tianmeng, and Itagaki, Koichi

Subjects
Astrophysics - High Energy Astrophysical Phenomena, Astrophysics - Solar and Stellar Astrophysics
Abstract

While interaction with circumstellar material is known to play an important role in Type IIn supernovae (SNe), analyses of the more common SNe IIP and IIL have not traditionally included interaction as a significant power source. However, recent campaigns to observe SNe within days of explosion have revealed narrow emission lines of high-ionization species in the earliest spectra of luminous SNe II of all subclasses. These "flash ionization" features indicate the presence of a confined shell of material around the progenitor star. Here we present the first low-luminosity (LL) SN to show flash ionization features, SN 2016bkv. This SN peaked at $M_V = -16$ mag and has H{\alpha} expansion velocities under 1350 km/s around maximum light, placing it at the faint/slow end of the distribution of SNe IIP (similar to SN 2005cs). The light-curve shape of SN 2016bkv is also extreme among SNe IIP. A very strong initial peak could indicate additional luminosity from circumstellar interaction. A very small fall from the plateau to the nickel tail indicates unusually large production of radioactive nickel compared to other LL SNe IIP. A comparison between nebular spectra of SN 2016bkv and models raises the possibility that SN 2016bkv is an electron-capture supernova., Comment: Updated to match published version in ApJ. Photometry table and SYN++ input file available at right

Published
2017
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356. A Cross-Cultural Study on the Influence of Cultural Values and Teacher Beliefs on University Teachers' Information and Communications Technology Acceptance

Author

Huang, Fang, Sánchez-Prieto, José Carlos, Teo, Timothy, García-Peñalvo, Francisco J., Olmos-Migueláñez, Susana, and Zhao, Chen

Abstract

This study examined how cultural values and teacher beliefs influence Chinese and Spanish university teachers' acceptance of ICTs by combining Hofstede's cultural values theory with technology acceptance theories. Four hundred and twenty-five university teachers from China and 385 teachers from Spain participated in the study. The proposed research model was tested by using samples from both countries and the multigroup analyses were performed to test moderating effects of cultural variables. Results confirmed the validity of the model in both samples and the effects of cultural values on the adoption of ICTs, and significant differences were observed between the two samples.

Published
2021
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372. Acceptance of a Flipped Smart Application for Learning: A Study among Thai University Students

Author

Khlaisang, Jintavee, Teo, Timothy, and Huang, Fang

Abstract

This study investigated factors that influenced university students' intentions to use smart applications in flipped learning (FL) in Thailand flipped classrooms (FC) by extending the technology acceptance model (TAM) as the research model. Eight variables including relative advantage (ADV), peer influence (PI), school support (SS), reputation (REPU), innovativeness (INNO), facilitating conditions (FC), computer self-efficacy (CSE), and technological complexity (TC) were incorporated into the TAM to examine the relationships among these variables. Data were collected from 1339 students at 30 universities in Thailand using a self-report questionnaire and analyzed using structural equation modeling. The proposed model was found to have a good fit. The results of this study contributed to existing technology acceptance theories through indicating findings that are both consistent and inconsistent with previous studies. This study contributed to the understanding of FC/FL in Thai context. It could also inform national and school policymakers and educators of what university students think in terms of technological innovations used in higher education.

Published
2021
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373. Digital Nativity of University Teachers in China: Factor Structure and Measurement Invariance of the Digital Native Assessment Scale (DNAS)

Author

Huang, Fang, Teo, Timothy, and He, Jinbo

Abstract

This study examined the digital nativity of university teachers in China and tested the factor structure and measurement invariance from exploratory structural equation modelling analyses of the Digital Native Assessment Scale (DNAS) developed by Teo [(2013). An initial development and validation of a digital natives assessment scale (DNAS). "Computers & Education," "67," 51-57]. Data were collected from 502 university teachers from 11 Chinese universities. The results indicate that Chinese university teachers demonstrate "digital native" characteristics. The results also support the measurement invariance of the DNAS across age, teaching experience, years of technology use, and years of teaching with technology. This study is the first in the digital native literature to examine the digital nativity of teacher cohorts using the DNAS. It addresses the issue of age when characterising digital natives and enriches our understanding of digital natives by empirically proving the validity of the DNAS in measuring teachers' digital nativity in China. This study also has implications for policy makers who develop technology-related education policies and design continuing professional development training.

Published
2021
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374. Examining the Role of Technology-Related Policy and Constructivist Teaching Belief on English Teachers' Technology Acceptance: A Study in Chinese Universities

Author

Huang, Fang and Teo, Timothy

Abstract

This large scale study investigated the influences that technology-related policies and teachers' constructivist teaching beliefs have on their intention to use technology in Chinese universities. Data were collected from 696 English teachers working in 59 Chinese universities. Five variables (subjective norm, constructivist teaching belief, perceived importance of policy, computer self-efficacy and voluntariness) were examined in this study. Results indicated that perceived importance of policy, constructivist teaching beliefs and subjective norm were significant antecedents of perceived usefulness. The relationship between subjective norm and teachers' intentions to use technology was moderated by voluntariness. Besides perceived usefulness, perceived ease of use also had significantly influenced English teachers' behavioural intention. Overall, the research model explained 69% of variance of teachers' intentions to use technology. This study has the potential to enrich our understanding of technology acceptance in teaching by contextualising the study in the rarely researched English teaching context in Chinese universities. The findings from this study also provide suggestions for policy makers and teacher educators.

Published
2021
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384. The Influence of University Students' Learning Beliefs on Their Intentions to Use Mobile Technologies in Learning: A Study in China and Spain

Author

Huang, Fang, Sánchez-Prieto, José Carlos, Teo, Timothy, García-Peñalvo, Francisco J., Sánchez, Eva María Torrecilla, and Zhao, Chen

Abstract

As an emerging learning method, mobile technologies allow students to gain knowledge via both formal and informal learning. In spite of the advantages mobile technologies bring to education, its adoption for learning purposes has not been encouraging. Existing research on mobile learning acceptance has been mainly focused on technological and use issues, while the topic of student learning beliefs has been researched less often. The current study addresses said research gap by examining the influence of constructivist and traditional learning beliefs on university students' intentions to use mobile learning in China and Spain. In addition, cultural differences were also tested in this study. The results of this study support the validity of the proposed model in the two samples (China and Spain) and provide evidence of the importance of learning beliefs as an antecedent of perceived usefulness and perceived compatibility.

Published
2020
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398. Differential effects of macrophage subtypes on SARS-CoV-2 infection in a human pluripotent stem cell-derived model

Author

Lian, Qizhou, Zhang, Kui, Zhang, Zhao, Duan, Fuyu, Guo, Liyan, Luo, Weiren, Mok, Bobo Wing-Yee, Thakur, Abhimanyu, Ke, Xiaoshan, Motallebnejad, Pedram, Nicolaescu, Vlad, Chen, Jonathan, Ma, Chui Yan, Zhou, Xiaoya, Han, Shuo, Han, Teng, Zhang, Wei, Tan, Adrian Y., Zhang, Tuo, Wang, Xing, Xu, Dong, Xiang, Jenny, Xu, Aimin, Liao, Can, Huang, Fang-Ping, Chen, Ya-Wen, Na, Jie, Randall, Glenn, Tse, Hung-fat, Chen, Zhiwei, Chen, Yin, and Chen, Huanhuan Joyce

Published
2022
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399. Nuclear Aurora kinase A switches m6A reader YTHDC1 to enhance an oncogenic RNA splicing of tumor suppressor RBM4

Author

Li, SiSi, Qi, YangFan, Yu, JiaChuan, Hao, YuChao, He, Bin, Zhang, MengJuan, Dai, ZhenWei, Jiang, TongHui, Li, SuYi, Huang, Fang, Chen, Ning, Wang, Jing, Yang, MengYing, Liang, DaPeng, An, Fan, Zhao, JinYao, Fan, WenJun, Pan, YuJia, Deng, ZiQian, Luo, YuanYuan, Guo, Tao, Peng, Fei, Hou, ZhiJie, Wang, ChunLi, Zheng, FeiMeng, Xu, LingZhi, Xu, Jie, Wen, QingPing, Jin, BiLian, Wang, Yang, and Liu, Quentin

Published
2022
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