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Maintaining momentum is vital in terms of how soon students can complete a program, especially for those who are in the early stage of taking online courses. This study attempted to extend the existing literature by examining the influence of online students' perceived sense of connectedness, performance proficiency, and satisfaction on their intentions to continue an online learning course. A quantitative survey approach was adopted to test our hypothesized structural model. Three hundred and sixty-nine students who had taken fewer than three fully online courses participated in this study. The results revealed that three out of four testing hypotheses were all supported at the 0.01 significance level, and one of the path coefficients indicated that online students' confidence in their ability or competency to perform academic tasks did not directly influence their intention to take future online courses. Instead, the influence of performance proficiency on online learning continuance intention was mediated through the factor of satisfaction. In addition, satisfaction was found to have a significantly direct impact on online learning continuance intention, suggesting that when students taking online courses are satisfied with their online learning experience, the likelihood for them to continue taking other online courses is higher.

This study investigated pre-service teachers' perceptions of using iPads in teaching, with a focus on motivation to adopt iPads, iPad-integration self-efficacy, and intention to adopt iPads for future teaching. Changes of pre-service teachers' perceptions of using iPads over time as well as the relationships of motivation, self-efficacy, and intention for iPad adoption were examined. Participants were pre-service teachers from a university in the northeastern United States. Data were collected using online pre- and post-surveys. Quantitative and qualitative approaches were performed to analyze the data. Results indicated that there were significant changes in pre-service teachers' motivation and intention to adopt iPads before and after their participation in a mobile learning project. Motivation and iPad-integration self-efficacy were significant predictors of pre-service teachers' intention for future adoption. iPad ownership and prior experience with iPad-integrated lesson plans were potential factors that had a significant impact on pre-service teachers' perceptions of using iPads in future teaching. Pre-service teachers' perceived advantages and disadvantages of using iPads were reported and discussed. The findings of this study not only contribute to the understanding of iPad integration among pre-service teachers, but also provide an evidence on the positive influence of iPad-integrated activities on pre-service teachers' perceptions of using iPads for future teaching.

This study examined the factors affecting minority students' learning experience in Wiki-based environments. These factors included perceived collaborative learning, sense of community, Wiki self-efficacy, and perceived learning experience. The relationships of these factors were explored. The participants were 45 African American students enrolled in two undergraduate-level management courses in which Wiki was used to facilitate the process of group work. A mixed methods approach was applied to analyze the collected data. Results indicated that sense of community and collaborative learning significantly contributed to perceived learning in Wiki-based environments. However, Wiki self-efficacy was not a good predictor of perceived learning. Most of the minority students were positive about their group learning experience that involved collaborative processes as well as the development of knowledge and skills. Emotional support and support for cognitive or meta-cognitive processing were identified as factors that had potential influences on Wiki-based collaborative group learning.

The present study was an attempt to help us reveal the characteristics and complexity of today's first-time online students in a higher education setting. Data were collected from undergraduate and graduate students enrolled in fully online courses for the first time during spring semester in the 2016-2017 academic year at a Southern university in the United States. Primarily, path analysis was conducted to investigate the impacts of flexible thinking, mindsets, and self-efficacy on the 254 first-time online students' online learning engagement. The results of the path analysis supported six out of the eight hypotheses and all standardized path coefficients have values between 0.14 and 0.31. In conclusion, growth mindset and learning self-efficacy appear to be important variables for first-time online students and have a positive relation to online engagement. The practical implications and future research are discussed.

The paper intended to investigate adult students' Internet self-efficacy, self-regulation, and performance in online learning environments. The relationships between these variables and the effect of student characteristics on Internet self-efficacy and self-regulation were explored. The participants of this study were African American students from a university in the United States. They participated in two web-based research courses offered in summer. Data were collected through an online survey and were analyzed by a quantitative approach. The results showed Internet self-efficacy was positively related to self-regulation at a significant level. Internet self-efficacy and self-regulation differed significantly in terms of student performance. The differences of gender and age did not have a significant impact on Internet self-efficacy and self-regulation. Discussions and implications were addressed according to the major findings of this study.

This study investigated preservice teachers' perceived learning experience in iPad-enhanced, collaborative learning environments. Three variables, including sense of community, perceived collaborative learning, and iPad self-efficacy, and their correlations with perceived learning experience were examined. The participants were 67 preservice teachers from a northeastern university in the United States. Data were collected using an online survey. The results indicated that there were significantly positive correlations between perceived learning and the sense of community, perceived collaborative learning, and iPad self-efficacy. Sense of community was the stronger predictor of preservice teachers' perceived learning. iPad self-efficacy was a key factor in preservice teachers' learning experience in the iPad-enhanced collaborative work. iPad ownership had a potential influence on preservice teachers' iPad self-efficacy.

This study was conducted to investigate the relationship between African American adult students' computer, Internet, and academic self-efficacy, and their attitudes toward computers, in technology-supported environments. The study examined whether computer and Internet self-efficacy differed between students with high and low levels of user attitude and computer anxiety. Correlations between academic self-efficacy and computer and Internet self-efficacy were also explored. Participants included adult students who were enrolled in face-to-face and online courses at a university in the southern United States. Quantitative approaches (i.e., MANOVA, correlation, and regression) were used to analyze the collected data. Results indicated that adult students showed a higher level of confidence in performing basic computer or software skills and Internet browsing actions in comparison to advanced computer skills or Internet tasks (e.g., tasks related to encrypting/decrypting and system manipulation). Computer and Internet self-efficacy significantly differed between learners with high and low levels of attitudes toward computers. Positive correlations were found between computer self-efficacy, Internet self-efficacy, and academic self-efficacy. Both computer self-efficacy and Internet self-efficacy were significant predictors of academic self-efficacy.

This paper reports research on the implementation of a web-based videoconferencing tool (Interwise) for synchronous learning sessions on an industrial technology course offered through a university in northern Taiwan. The participants included undergraduate students from the same course offered in two different semesters. We investigated students' perceptions of interactions with the instructor and fellow students, their confidence in utilizing the Internet (Internet self-efficacy), and the satisfaction level that students perceived throughout the learning process with Interwise. We also examined the effect of interactions and Internet self-efficacy on student satisfaction. Data collected through paper-based and online surveys were analyzed using correlation and multiple regression. The results revealed that overall, learners perceived Interwise as a tool that was moderately easy to use for synchronous learning. Learners seemed to prefer using the Interwise features, such as emotion icons, talk, or raise hand, to interact with their instructor. Learners had high confidence in gathering data or getting support through the Internet, but low confidence in resolving Internet related problems. Both learner-learner and learner-instructor interactions were significant predictors of student satisfaction, while Internet self-efficacy did not significantly contribute to satisfaction. Learner-instructor interaction was found to be the strongest predictor of student satisfaction.

Background: The efficacy of adjuvant sublingual immunotherapy (SLIT) in correcting structural problems in patients with allergic rhinitis (AR) caused by mite who have undergone septomeatoplasty (SMP) has not been studied. Methods: This non‐randomized controlled study recruited patients with AR (caused by mite) and concurrent septal deviation and inferior turbinate hypertrophy, at a tertiary hospital in Taiwan. SMP was performed on all patients as a surgical intervention. The patients were then divided into two groups: the control group, which underwent surgery only, and the experimental group, which received SLIT as an adjuvant treatment. Demographic data and rhinitis control assessment test (RCAT) results were analyzed. Results: A total of 96 patients were enrolled in the study (SMP + SLIT group, n = 52; SMP only group, n = 44). No significant differences were observed in any of the variables between the two groups before and one month after surgery. However, during evaluations at the third and sixth month, the SMP + SLIT group showed significant improvement in the total RCAT scores compared to the SMP only group (28.6 ± 1.56 vs. 24.5 ± 3.66, p < 0.001; 27.1 ± 2.87 vs. 19.9 ± 5.56, p < 0.001). In addition, significantly better control of all RCAT sub‐categories was observed in the SMP + SLIT group at the third and sixth month evaluations. Conclusions: SLIT may serve as an ideal adjuvant therapy after SMP in patients with AR. Level of Evidence: 3 Laryngoscope, 134:3073–3079, 2024 [ABSTRACT FROM AUTHOR]

This paper is intended to investigate the degree to which interaction and other predictors contribute to student satisfaction in online learning settings. This was a preliminary study towards a dissertation work which involved the establishment of interaction and satisfaction scales through a content validity survey. Regression analysis was performed to determine the contribution of predictor variables to student satisfaction. The effects of student background variables on predictors were explored. The results showed that learner-instructor interaction, learner-content interaction, and Internet self-efficacy were good predictors of student satisfaction while interactions among students and self-regulated learning did not contribute to student satisfaction. Learner-content interaction explained the largest unique variance in student satisfaction. Additionally, gender, class level, and time spent online per week seemed to have influence on learner-learner interaction, Internet self-efficacy, and self-regulation. (Contains 8 tables.)

Open education, as embodied in open educational resources (OER) and OpenCourseWare (OCW), has met and dealt with several key problems. The movement now has a critical mass of available content. Leveraging no small amount of funding and associated development, open education has the tools to collect, disseminate, and support the discovery of open materials. Now that the foundation for openness has been laid, practitioners are experimenting with new kinds of education and pedagogies associated with open content (Weller, 2009; di Savoia, 2009). Problem-based learning is one of many progressive pedagogies that might be combined with open education. This paper defines problem-based learning in the context of open education. Unique challenges are presented and discussed alongside possible solutions, realistic limitations, and calls for implementation in the future to test validity.

This study employed a mixed method approach to investigate the relationships between learners' blogging self-efficacy, sense of community, perceived collaborative learning, and perceived learning in classroom environments. Learners' perspectives of group learning experiences in blog-enhanced settings were examined. Participants were minority adult students enrolled in two courses offered at a university in the southern United States. Results indicated that (a) sense of community and perceived collaborative learning significantly contributed to perceived learning through blogging; (b) blogging self-efficacy was not a good predictor of perceived learning but was related to prior experiences of using blogs; (c) most students displayed positive attitudes toward the use of blogs and group learning experiences that involved collaborative process as well as the development of knowledge and skills; and (d) individual dispositions had a potential influence on collaboration. This study adds to the limited research on the use of blogging and collaborative work among minority students in continuing education. Results are discussed in light of the literature and suggestions for future research are provided.

The study was an investigation of online adult learners' perceptions of interaction, satisfaction, and performance within an online course using the Blackboard platform. Interaction included learners' interaction with the instructor, content, and the classmates. The effect of student background variables and course-related variables on interaction was explored. Participants were 167 minority students enrolled in six online undergraduate-level courses from a university in the southeastern United States. The majority of the students were African-American working adults. Results indicated that learner-content interaction and learner-instructor interaction were significant predictors for student satisfaction in online settings in which group activities were not provided. Internet self-efficacy was positively associated with three types of interaction. Student satisfaction was positively related to student performance. Learner-instructor interaction was influenced the most by student background variables (gender, age, hours spent online), and learner-learner interaction by course-related variables (course length, course type, and the number of discussion forums). While it had the strongest influence on student satisfaction, learner-content interaction was not affected by student- or course-related variables.

The purpose of this study was to investigate elementary pre-service teachers' content knowledge in algebra (Linear Equation, Quadratic Equation, Functions, System Equations and Polynomials) as well as their technological pedagogical content knowledge (TPACK) in teaching algebra. Participants were 79 undergraduate pre-service teachers who were enrolled into the university core program and the teacher education program where the former offered a content course and the latter the methods course. A paper-based survey was distributed to the students to collect data. Quantitative analysis was utilized to analyze the collect data. Results indicated that there were no significant differences in content knowledge for algebra between the pre-service teachers from two programs. Pre-service teachers in the teacher education program had better pedagogical knowledge than those in the university core program. The five sub-scales of the algebra content were significantly correlated with each other. Content knowledge and pedagogical knowledge significantly predicted TPACK. Levels of technology skills among the pre-service teachers had a significant impact on their technology knowledge, technological content knowledge and TPACK.

Blended learning is an effective approach to instruction that combines features of face-to-face learning and computer-mediated learning. This study investigated the relationship between student perceptions of three types of interaction and blended learning course satisfaction. The participants included K-12 teachers enrolled in a graduate-level course. Results indicate that students (a) perceived interaction as important to their learning experiences and (b) were moderately satisfied in their blended learning course. The predictive model of student satisfaction including three types of interaction was reliable. Of the three types of interaction, learner-content interaction was the strongest predictor of student satisfaction when the course design involved a low amount of collaborative activities. Additionally, student personality was found to be a vital factor for interaction and satisfaction in this type of course design. Students who reported having an extroverted personality noted more interaction and a higher level of student satisfaction than those who self-reported as introverted.

In order to carry out current reforms regarding algebra and technology in elementary school mathematics successfully, pre-service elementary mathematics teachers must be equipped with adequate understandings of algebraic concepts and self-confidence in using computers for their future teaching. This paper examines the differences in preservice teachers' misconceptions of algebra and their attitudes towards using computers in teaching mathematics between computer-assisted instruction and lecture instruction. The results of the study suggest that pre-service teachers in both instructions have similar algebraic misconceptions and attitudes about teaching mathematics with computers. Even though there was no significant difference in algebraic misconceptions and beliefs about integrating computers into teaching mathematics between the participants in computer-assisted instruction and lecture-based instruction, both instructions were effective to increase pre-service teachers' knowledge of parentheses usage, symbolism, and equality and attitudes of using computer in teaching mathematics in terms of confident and liking. It is recommended that more attention should be paid to teaching and learning algebra with computer-supported instruction in mathematics teacher education programs so that pre-service teachers gain experience in integrating technology into classrooms.

This study investigated student interaction, satisfaction, and performance in accelerated online learning environments with the use of an online learning course-management system. The interactions assessed in this study included learner-learner interaction, learner-instructor interaction, and learner-content interaction. The participants were African American students from a university in the southeastern United States. Quantitative approaches including correlation and regression analyses were performed to examine the contribution of interaction predictors to student satisfaction as well as the relationship between student satisfaction and student performance. In addition, Internet self-efficacy and its impact on interaction was investigated. The results showed that learner--content interaction was the only significant predictor of student satisfaction whereas interaction among students or with the instructor did not significantly predict student satisfaction. Internet self-efficacy was positively correlated with three types of interaction. Student satisfaction was found to be related to student performance.

BACKGROUND: Quantum dots (QDs) are autofluorescent semiconductor nanocrystals that can be used for in vivo biomedical imaging. However, we know little about their in vivo disposition and health consequences. OBJECTIVES: We assessed the tissue disposition and pharmacokinetics of QD705 in mice. METHODS: We determined quantitatively the blood and tissue kinetics of QD705 in mice after single intravenous (iv) injection at the dose of 40 pmol for up to 28 days. Inductively coupled plasma- mass spectrometry (ICP-MS) measurement of cadmium was the primary method of quantification of QD705. Fluorescence light microscopy revealed the localization of QD705 in tissues. RESULTS: Plasma half-life of QD705 in mice was short (18.5 hr), but ICP-MS analyses revealed QD705 persisted and even continued to increase in the spleen, liver, and kidney 28 days after an iv dose. Considerable time-dependent redistribution from body mass to liver and kidney was apparent between 1 and 28 days postdosing. The recoveries at both time points were near 100%; all QD705s reside in the body. Neither fecal nor urinary excretion of QD705 was detected appreciably in 28 days postdosing. Fluorescence microscopy demonstrated deposition of QD705 in the liver, spleen, and kidneys. CONCLUSION: Judging from the continued increase in the liver (29-42% of the administered dose), kidney (1.5-9.2%), and spleen (4.8-5.2%) between 1 and 28 days without any appreciable excretion, QD705 has a very long half-life, potentially weeks or even months, in the body and its health consequences deserve serious consideration. KEY WORDS: ICP-MS, ckinetics, nanoparticles, quantum dot 705, redistribution, mice. Environ Health Perspect 115:1339-1343 (2007). doi:10.1289/ehp.10290 available via http://dx.doi.org/ [Online 14 June 2007], Quantum dots (QDs) are semiconductor nanocrystals approximately 2-100 nm in diameter. Structurally, they have a metalloid core and a cap or shell (Dabbousi et al. 1997). Organic coatings can be [...]