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Research shows that anxiety can disrupt learning processes, but few studies have examined anxiety’s relationships to online learning behaviors. This study considers the interplay between students’ anxiety about science and behavior within an online system designed to support self-regulated science inquiry. Using the searching, monitoring, assessing, rehearsing, and translating (SMART) classification schema for self-regulated learning (SRL), we leverage microanalysis of self-regulated behaviors to better understand how science anxiety inhibits (or supports) different learning operations. Specifically, we show that while science anxiety is positively associated with searching behaviors, it is negatively associated with monitoring behaviors, suggesting that anxious students may avoid evaluation, opting instead to compensate with information-seeking. These findings help us to better understand SRL processes and may also help us support anxious students in developing SRL strategies.

Neonates with complex congenital heart disease (CHD) demonstrate microstructural brain dysmaturation, but the relationship with structural network topology is unknown. We performed diffusion tensor imaging (DTI) in term neonates with CHD preoperatively (N = 61) and postoperatively (N = 50) compared with healthy term controls (N = 91). We used network topology (graph) analyses incorporating different weighted and unweighted approaches and subject-specific white matter segmentation to investigate structural topology differences, as well as a voxel-based analysis (VBA) to confirm the presence of microstructural dysmaturation. We demonstrate cost-dependent network inefficiencies in neonatal CHD in the pre- and postoperative period compared with controls, related to microstructural differences. Controlling for cost, we show the presence of increased small-worldness (hierarchical fiber organization) in CHD infants preoperatively, that persists in the postoperative period compared with controls, suggesting the early presence of brain reorganization. Taken together, topological microstructural dysmaturation in CHD infants is accompanied by hierarchical fiber organization during a protracted critical period of early brain development. Our methodology also provides a pipeline for quantitation of network topology changes in neonates and infants with microstructural brain dysmaturation at risk for perinatal brain injury.

Massive Open Online Courses (MOOCs) are a promising form of online education. However, the occurrence of academic dishonesty has been threatening MOOC certificates’ effectiveness as a serious tool for recruiters and employers. Recently, a large-scale study on the log traces from more than one hundred MOOCs created by Harvard and MIT has identified a specific cheating strategy viable in MOOCs: Copying Answers using Multiple Existences Online (CAMEO). In essence, learners create several accounts on a MOOC platform, request assessment solutions via some of the accounts, and then submit these “harvested” solutions in their main account to receive credit. In our work, we replicate the CAMEO implementation and apply it to ten edX MOOCs created by the Delft University of Technology. Our results show that in those MOOCs, 1.9% of certificates were likely earned through CAMEO cheating, a number comparable to the fraction of cheating observed in Harvard and MIT MOOCs.