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Educational robotics has been adopted to create interactive and engaging learning environments to develop computational thinking (CT) in K-12 learners. This study systematically examined 22 peer-reviewed empirical research articles on the use of educational robotics to develop CT in young learners (pre-kindergarten to 6th grade) published between 2012 and 2021. The findings revealed that using robotics activities to develop CT has mostly been studied in the formal education settings with the duration of robotics curricular activities ranging from 80 minutes to 24 hours. The five CT skills studied most often include Sequencing, Conditionals, Loops, Debugging, and Algorithmic Thinking. The different versions of LEGO Mindstorms are the most frequently adopted robotic kits in the examined studies. The most frequently adopted learning and instructional strategies in the robotics activities include collaborative learning, project-based learning, and embodied learning. This paper identified and discussed developmentally appropriated CT skills, robotics kits, and pedagogical approaches suitable for supporting CT development in young learners. The findings can guide educators and instructional designers for future robotics activity design and development endeavors. This paper also identified gaps in the current research and recommended directions for advancing research in adopting robotics to develop CT in young learners.

The purpose of this scoping review is to synthesize knowledge of gamified online course design processes and practices extracted from the peer-reviewed research literature. The scoping review followed a systematic process involving five main stages: (a) identifying research questions, (b) identifying relevant studies, (c) study selection, (d) charting the data, and (e) collating, summarizing, and reporting the results. A total of 58 studies, published from 2013 through 2021 were included in this review. Five focus areas of gamified online course design were identified that include gamification elements, activities, tools, frameworks, and user attributes. The well-known ADDIE (Analyze, Design, Develop, Implement, Evaluate) framework was used as a conceptual lens through which gamified online course design processes were considered. This scoping review addresses a gap in the knowledge base by aggregating and interpreting current gamified online course design practices through the common language of a well-known instructional design framework.

Most studies on technology integration in mathematics education are focused on teachers' perceptions or students' academic achievement. However, it is necessary to learn how students perceive their learning in this environment. This basic qualitative study focuses on students' experiences with 1:1 computer-supported collaborative learning (CSCL) in an Algebraic Reasoning classroom. One hundred high school students were invited to participate in this study, nine primarily male students volunteered to share their experiences. We found that students perceived the environment to (1) be user-friendly, (2) provide a enjoyable experience, (3) support their learning, (4) provide multiple ways to learn, (5) allow them to "see" the concepts, (6) make previous interactions accessible, and (7) provide passive feedback

Teacher turnover is an issue plaguing states and districts around the country, particularly among novice teachers. Research indicates that strong induction and mentoring programs can provide novice teachers with critical support and guidance as they make the transition from the pre-service environment to the professional workforce resulting in higher levels of self-efficacy and performance. While there is a considerable amount of research on traditional, face-to-face new teacher induction (NTI) programs, there are few studies that investigate the integration of technology for a virtual experience. This study sought to explore quantitative measures of teachers' self-efficacy and the perceptions of novice teachers engaging in virtual mentoring in the context of an NTI program. Results of the survey indicate that participants (n = 67) reported a moderate degree of confidence in their ability to satisfactorily accomplish tasks within their classrooms. Several themes emerged from the qualitative data highlighting the importance of the frequency, quality, and content of teachers' interactions with their mentors. This study contributes to the existing literature on virtual mentoring and explores how the experience can provide teachers with an opportunity to cultivate self-efficacy.

Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited research on experiential learning in online courses as well as empirical data to assist with the instructional design of the experiential learning activities. The primary goal of this article is to demonstrate the use of importance- performance analysis to guide the instructional design of experiential learning activities.

Collaborative learning enables participants in a learning community to externalize and share knowledge, experiences, and practice. However, collaborative learning in an online environment can be challenging due to the lack of face-to face interaction. This current study examined twenty graduate students’ experiences of using VoiceThread for a collaborative activity in an entirely online course to explore students’ perceptions of using multi-modal communication for collaboration and knowledge sharing. The results of this study revealed that graduate students had very positive experiences toward using VoiceThread for collaborative learning. The participants found VoiceThread easy to learn and use, and reported that audio and video interaction on VoiceThread helped connect them with their peers. More than half of the participants interacted with peers using audio, followed by text and then by video. Half of the students felt they were more connected to peers; however, feeling more connected did not result in more participation as most of the students only participated at the level that met the course requirement. Participants identified benefits and drawbacks of using VoiceThread for collaboration as compared to using text-based discussion forums. The most frequently mentioned benefit of using VoiceThread for collaboration exemplifies its multi-modal affordance that enables learners to communicate emotion, personality, and other non-verbal cues conducive to better understanding and interpretation of meanings. About half of the participants indicated that they preferred VoiceThread to text-based discussion forums for collaborative learning activity. Challenges and implications for future research are also discussed.

Peer feedback affords interaction and critical thinking opportunities for learners in online courses. However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners’ perceptions of the interpersonal factors in a role-playing peer-feedback activity, and examined the types of peer feedback that learners generated when playing a role. Participants were 16 graduate students engaged in an online role-playing peer-feedback activity. The results from survey responses revealed learners’ positive interpersonal beliefs, including psychological safety and trust, toward the role-playing peer-feedback activity. In addition, more than sixty percent of the participants reported being more comfortable critiquing peers’ work when playing a role. The content analysis of the peer-feedback entries indicated that learners were able to generate highly constructive feedback entries. In addition to adding supportive comments, those feedback entries identified problems, asked questions, and provided suggestions. The results show that role-play strategy has great potential to enhance learners’ interpersonal beliefs in peer-feedback activity and their feedback quality.

Objective: Multidrug-resistant Acinetobacter baumannii (MDRAB)-associated pneumonia has been a common disease and a therapeutic problem in hospitals. Interleukin-1 receptor antagonist (IL-1ra) has been considered a required role for host immune defense in pneumonia disease. The aim of this study was to investigate whether the variable nucleotide tandem repeat polymorphism of the IL-1ra gene was associated with MDRAB-related pneumonia. Methods: Sixty-six pneumonia patients were enrolled in the study: 36 subjects had MDRAB-related pneumonia and 30 controls had non-MDRAB pneumonia. Polymerase chain reaction, restriction fragment length polymorphism, and agarose gel electrophoresis techniques were used to determine the IL-1ra genotype. Results: The frequencies of the IL-1ra genotype in the MDRAB-related pneumonia cases were A1/A1, 0.889 and A1/A2, 0.111; the frequencies of the IL-1ra genotype in the controls were A1/A1, 0.333 and A1/A2, 0.667. A statistically significant difference was determined (P < 0.05). We also observed an increase in the frequency of IL-1ra A1 allele in the MDRAB-related pneumonia group. A statistically significant difference was determined (P

This paper examines how a microblogging tool (i.e., Twitter) can be effectively used to strengthen a virtual learning community (VLC) in the two sections of a fully online graduate course. Students in this course were consisted of K-12 teachers, school technology specialists, corporate trainers, and military personnel. The microblogging activities were designed to allow quick peer interaction to build the momentum of social learning in the VLC. In this study, we collected quantitative data on sense of community through a Likert scale survey, and rich qualitative data on students’ perception about microblogging activities. It was found that students’ sense of community was generally high and students were positive about their microblogging experiences. In addition, microblogging was found to be useful and valuable in sustaining students’ learning by doing such as sharing real-world design examples, critiquing design examples with technical knowledge learned in class, and quick and short commenting with peer support in a VLC. Based on the findings, the authors aim to provide design suggestions for educators and instructional designers to incorporate this social web tool in strengthening virtual learning communities in a meaningful and engaging way.

Mobile learning has become increasingly popular in the past decade due to the unprecedented technological affordances achieved through the advancement of mobile computing, making ubiquitous and situated learning possible. At the same time, there have been research and implementation projects whose efforts centered on developing mobile learning experiences for various learners’ profiles, accompanied by the development of models and frameworks for designing mobile learning experiences. This paper focuses on categorizing and synthesizing models and frameworks targeted specifically on mobile learning. A total of 17 papers were reviewed, and the models or frameworks were divided into five categories and discussed: 1) pedagogies and learning environment design; 2) platform/system design; 3) technology acceptance; (4) evaluation; and 5) psychological construct. This paper provides a review and synthesis of the models/frameworks. The categorization and analysis can also help inform evaluation, design, and development of curriculum and environments for meaningful mobile learning experiences for learners of various demographics.

Thyroid transcription factor-1 (TTF-1), and cytokeratin 7 (CK7) and cytokeratin 20 (CK20) have recently been reported to be useful to distinguish between primary and metastatic lung adenocarcinoma. The aim of this study was to determine the usefulness of the staining patterns of pulmonary adenocarcinoma with antibodies to TTF-1, CK7, and CK20 in differentiating primary from metastatic pulmonary adenocarcinoma. Of the 66 lung adenocarcinoma specimens that were enrolled in our study, there were 40 primary lung adenocarcinomas, 12 metastatic adenocarcinomas from breast, 13 metastatic adenocarcinomas from colon, and 1 metastatic adenocarcinoma from stomach. The expression of TTF-1, CK7, and CK20 was assessed by immunohistochemistry. We found that 73% of primary lung adenocarcinomas expressed TTF-1, whereas all nonpulmonary adenocarcinomas lacked TTF-1 staining. CK7 expression was significantly more frequent in adenocarcinomas of pulmonary and breast origin than gastrointestinal (GI) origin (p < 0.001). In contrast, CK20 expression was significantly more prevalent in adenocarcinoma that originated in the GI tract than that of pulmonary or breast origin (p < 0.001). A combination of TTF-1+CK7+CK20− was highly significantly associated with primary adenocarcinoma of lung (vs GI tract, p < 0.001; vs breast, p < 0.001). A combination of TTF-1−CKCK20+ was highly significantly associated with adenocarcinoma of GI origin (vs lung, p < 0.001; vs breast, p < 0.001). Our study has confirmed that expression of CK7, CK20, and TTF-1 is a useful immunohistochemical marker for diagnosis of lung tumors and for differential diagnosis of primary pulmonary adenocarcinomas from extrapulmonary adenocarcinomas metastatic to the lung. Application of this panel of antibodies might be expected to increase the accuracy of diagnosis.

Along with advancing mobile technologies and proliferating mobile devices and applications, mobile learning research has gained great momentum in recent years. While there have been review articles summarizing past research, studies identifying mobile learning research priorities based on experts’ latest insights have been lacking. This study employed the Delphi method to obtain a consensus from experts about areas that are most in need of research in mobile learning. An international expert panel participated in a three-round Delphi process involving two cycles of online questionnaires and feedback reports. Participants responded to the question, “What should be the research priorities for the field of mobile learning over the next 5 years?” Ten research categories were identified and ranked in order of priority: 1) teaching and learning strategies; 2) affordances; 3) theory; 4) settings of learning; 5) evaluation/assessment; 6) learners; 7) mobile technologies and interface design; 8) context awareness and augmented reality; 9) infrastructure and management; and 10) country and digital divide. This study also reported expert-generated research statements for each research category and the importance of these research statements rated by the experts. Selected research papers were summarized to help contextualize the discussions of research categories and statements. Avec l'avancement des technologies mobiles et la prolifération des appareils mobiles et des applications, la recherche consacrée à l'apprentissage mobile a récemment pris de l’ampleur. Si des articles ont résumé les recherches antérieures, les études s’appuyant sur les dernières connaissances d'experts pour identifier les priorités de recherche sur l'apprentissage mobile font défaut. La présente étude a utilisé la méthode de Delphes pour obtenir un consensus des experts sur les domaines nécessitant le plus des recherches sur l'apprentissage mobile. Un groupe international d'experts a participé à un processus de Delphes structuré en trois rondes impliquant deux séries de questionnaires en ligne et des rapports de rétroaction. Les participants ont répondu à la question : "Quelles devraient être les priorités de recherche dans le domaine de l'apprentissage mobile pour les cinq prochaines années ?" Dix catégories de recherche ont été identifiées et classées par ordre de priorité : 1 ) stratégies d'enseignement et d'apprentissage ; 2 ) affordances ; 3 ) théorie ; 4 ) paramètres d’apprentissage ; 5 ) évaluation ; 6 ) apprenants ; 7 ) technologies mobiles et conception de l'interface ; 8 ) perception du contexte et réalité augmentée ; 9 ) infrastructure et gestion ; et 10 ) pays et fossé numérique. Cette étude a également repris les déclarations de recherche énoncées pour chaque catégorie par les experts ainsi que le classement par ordre d’importance des déclarations de recherche selon l’avis de ces experts. Quelques articles choisis ont été résumés pour faciliter la contextualisation des discussions portant sur les catégories de recherche et sur les déclarations.

There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students’ participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design course. Our findings indicate that peer feedback can be implemented in an online learning environment to effectively support project-based learning. Students actively participated in the peer feedback activity and responded positively about how the peer feedback activity facilitated their project-based learning experiences. The results of content analysis exploring the peer feedback reveal that learners were mostly supportive of peers’ work and they frequently asked questions to help advance their peers’ thinking. The implications and challenges of implementing peer feedback activity in an online learning environment are discussed.

This research explored how educators with limited programming experiences learned to design mobile apps through peer support and instructor guidance. Educators were positive about the sense of community in this online course. They also considered App Inventor a great web-based visual programming tool for developing useful and fully functioning mobile apps. They had great sense of empowerment through developing unique apps by using App Inventor. They felt their own design work and creative problem solving were inspired by the customized mobile apps shared by peers. The learning activities, including sharing customized apps, providing peer feedback, composing design proposals, and keeping design journals (blogging), complemented each other to support a positive sense of community and form a strong virtual community of learning mobile app design. This study helped reveal the educational value of mobile app design activities and the web-based visual programming tool, and the possibility of teaching/learning mobile app design online. The findings can also encourage educators to explore and experiment on the potential of incorporating these design learning activities in their respective settings, and to develop mobile apps for their diverse needs in teaching and learning.

This research applied a mixed-method design to explore how best to promote learning in authentic contexts in an online graduate course in instructional message design. The students used Twitter apps on their mobile devices to collect, share, and comment on authentic design examples found in their daily lives. The data sources included tweets (i.e., postings on Twitter), students’ perceptions about mobile microblogging activities, and self-reported Twitter usage. Based on the tweet analysis, we found that the students appropriately applied the design principles and design terms in their critique of design examples. While the students were mainly engaged in assignment-relevant activities, they spontaneously generated social tweets as they related peers’ authentic design examples to their own life experiences. Overall, they had positive perceptions toward the mobile microblogging activities. The students also indicated that the design examples shared by peers through mobile microblogging inspired their own message design work. We synthesized instructional design suggestions and challenges for educators interested in incorporating mobile microblogging in their instructional settings.

Teacher turnover is an issue plaguing states and districts around the country, particularly among novice teachers. Research indicates that strong induction and mentoring programs can provide novice teachers with critical support and guidance as they make the transition from the pre-service environment to the professional workforce resulting in higher levels of self-efficacy and performance. While there is a considerable amount of research on traditional, face-to-face new teacher induction (NTI) programs, there are few studies that investigate the integration of technology for a virtual experience. This study sought to explore quantitative measures of teachers’ self-efficacy and the perceptions of novice teachers engaging in virtual mentoring in the context of an NTI program. Results of the survey indicate that participants (n = 67) reported a moderate degree of confidence in their ability to satisfactorily accomplish tasks within their classrooms. Several themes emerged from the qualitative data highlighting the importance of the frequency, quality, and content of teachers’ interactions with their mentors. This study contributes to the existing literature on virtual mentoring and explores how the experience can provide teachers with an opportunity to cultivate self-efficacy. [ABSTRACT FROM AUTHOR]

Ship repair service providers (SRSPs) are divided into repair shops and repair yards. The process of evaluating the service quality of SRSPs is detailed in the ship management and operation procedures held by ship-owners, who must evaluate SRSPs annually to ensure the continued provision of high-quality maintenance and repair services. The high-quality repair services provided by SRSPs can also enhance the strength of ship-owners; ensure the ship successfully passes Flag, PSC, and CLASS inspections; and maintain the ship’s seaworthiness. This study combined fuzzy quality function deployment (FQFD) and grey relational analysis (GRA) to evaluate the service quality of SRSPs. The research findings revealed that “reasonable pricing and discount conditions” and “high-quality repairs and reliability-centred guarantee service” are the technical solutions that must be prioritised by repair shops and yards, respectively. Moreover, the evaluation criteria, technical solutions, and research results discussed in this study provide a reference for ship-owners and SRSPs. [ABSTRACT FROM AUTHOR]

In this study, we examined college STEM major students' development of computational thinking through collaborative mobile app coding activities in an undergraduate elective course. The computational thinking concepts of sequence, parallelism, events, conditionals, and operators are evidenced in the block codes of all five apps developed for trigonometry learning (e.g., some combinations of quiz, game, trigonometry conversion tool, or review guide) by students through pair coding. The concept of "data" was evidenced in three of the apps, while the concept of "loops" was not evidenced in any of the apps' block codes. Computational thinking practices such as problem analysis, communicating and collaborating were also evidenced in students' problem-solving processes. artifacts (e.g., app design proposals), design journals, and interview data. Specific codes were included as examples to showcase students' computational thinking concepts and practices during mobile app coding activities. This study demonstrated that computational thinking concepts and practices were evidenced in students' mobile app coding artifacts and during the mobile app coding processes. This study also demonstrates an innovative approach that enables students to develop CT concepts and practices in meaningful contexts. [ABSTRACT FROM AUTHOR]