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The aim of this study was to develop a scale to measure students' blended learning course experience. A total of 792 undergraduate students from Malaysia participated in this study. Exploratory factor analysis (EFA) was employed to evaluate the factor structure of the scale. As a result of EFA, three factors with 19 items that explained 68.06% of the total variance were obtained. The three factors are: course design, learning experience, and personal factors. Confirmatory factor analysis (CFA) was used to establish the structural validity of the scale, and item discrimination was conducted to validate the scale. The Cronbach's coefficients (a) for the factors ranged from 0.71 to 0.95. The overall Cronbach's coefficient (a) of the scale was .92, demonstrating a satisfactory level of reliability. The results showed that the developed scale is reliable and valid. Future implications for course designers and instructors are discussed.

Background: Collaborative computer simulations are available on some online platforms which support students at distributed locations to synchronously collaborate on the simulations to learn sciences. However, how students collaborate with each other in collaborative simulations is not clear. Objectives: The aim of this study was to investigate whether functional interdependency would influence learning. Methods: Two collaborative learning models with different functional interdependencies were examined (the synchronous model and the distributed accountability model). Multiple data sources obtained from 64 students were collected and analyzed. We discuss the collaborative learning with two levels of factors: the individual-level factors (i.e., individual perceptions of teamwork quality, visual attention and learning performance before and after a simulation activity) and the pair-level factors (i.e., discourse data and joint attention). Given that the pair-level factors in the collaborative learning environment may affect the individual-level factors, we further discuss the interactions of the two levels of factors in different collaborative learning models with hierarchical linear modeling (HLM) analysis. Results and Conclusions: The analytical results of the individual-level factors found participants in the distributed accountability model demonstrated more frequent and longer attention to the learning activity. Furthermore, the results indicated that the two simulation learning activities would enhance the participants' learning performance except in Q2. For the pair-level factors, the results demonstrated that the participants in the distributed accountability model showed more active discourse segments but similar joint attention patterns in the learning activity. The results of the HLM analysis indicated that the students in the distributed accountability model had to collaborate with their partners through more constructive dialogue, and focused on the same areas of interest to enhance their learning performance, as the complexity of the distributed accountability design was implemented in a simulation learning activity. Major takeaways: We found that the increase of functional interdependency cannot guarantee students' learning effect in collaborative learning and may hinder the communication that is needed during collaboration. Researcher may need to consider other collaboration tools to enhance the reciprocal reflection.

The purpose of this study was to analyze visual attention during students' learning of Toulmin's argument pattern (TAP) and the effects of epistemic beliefs in science on the understanding of argument components. A total of 43 undergraduates were recruited through the Internet. Online questionnaires targeting beliefs about knowledge in science [Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. "Contemporary Educational Psychology," 29(2), 186-204] and beliefs about justification for knowing in science [Ferguson, L. E., & Bråten, I. (2013). Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension. "Learning and Instruction," 25, 49-61] were used to assess students' epistemic beliefs. Identification tests for the understanding of TAP were performed before and after an argument reading treatment designed as a self-learning activity. The whole reading process was recorded by the eye-tracking system. To explore the effect of the reading treatment, participants were divided into a progress (P) group and a no-progress (NP) group based on their learning gains. The results indicated that students' epistemic beliefs in science and their learning strategies would affect their TAP learning performance. The analyses of visual attention distribution indicated that integration information indicated by inter-scanning counts would enhance students' learning performance. In addition, the LSA results suggested that understanding of data is of primary importance when learning TAP. Suggestions on how to guide students in learning TAP are provided based on the findings.

Although AR technology seems to be promising for helping students learn complicated and abstract concepts, whether the positive effects of this new technology can be applied to the learning of three-dimensional geometric concepts, and what factors might mediate its effectiveness are questions worth further investigation. This study used the eye-tracking method to examine middle school students' learning of three-dimensional geometric concepts with AR-based instruction in comparison with a group of students who learned via paper-based instruction. Motivation and conceptual achievements were assessed using the Instructional Materials Motivation Survey (IMMS) questionnaire and Geometry Achievement Test (GAT), respectively. The results showed that while AR learners performed the same as the paper-based learners in the post concept test, the two groups differed significantly in terms of their motivation orientations and visual attention patterns. AR students were more satisfied with and engaged more in the corresponding instruction. To explore in-depth the effectiveness of the AR system, the AR participants were divided into improved and unimproved learners. The former displayed higher confidence in and perceived greater relevance of the AR instruction. Their attention to and engagement in the simple geometric concepts was higher. Correlation and regression analyses indicated that the performance of paper-based learners was affected by their visual attention, while the performance of the AR learners was predicted by their beliefs in the relevance of the material to the learning goals. Noticeably, for the AR learners, their motivation was significantly associated with their visual attention.

In a sample of 455 Taiwanese upper-secondary school students, latent variable structural equation modeling was used to test hypothesized relationships between beliefs about knowledge in science, beliefs about justification for knowing in science, and justification of knowledge claims concerning science encountered on the Internet. Results indicated that participants displayed adaptive beliefs in the tentative and evolving nature of scientific knowledge while their beliefs about justification for knowing in science seemed somewhat less adaptive. Further, their self-reports of Internet-specific justification of knowledge claims suggested that they did not strongly believe that science information posted on the Internet needed to be carefully evaluated. The structural equation modeling indicated that beliefs in the tentative and evolving nature of scientific knowledge had direct positive relationships with beliefs in justification by research-based authority and justification by multiple sources in science, which, in turn, mediated the relationships between beliefs in tentative and evolving knowledge and adaptive beliefs about Internet-specific justification of knowledge claims. Beliefs in the unambiguous, certain nature of scientific knowledge had a direct positive relationship with beliefs in justification by school-based authority (i.e., the science teacher and the science textbook), but beliefs in justification by school-based authority were not related to Internet-specific justification beliefs. We highlight the unique contributions of this study to the field of epistemic belief and science education research, and its theoretical and educational implications are discussed.

Osteoporosis is characterized by low bone mass, bone microarchitecture disruption, and collagen loss, leading to increased fracture risk. In the current study, collagen peptides were extracted from milkfish scales (MS) to develop potential therapeutic candidates for osteoporosis. MS was used to synthesize a crude extract of fish scales (FS), collagen liquid (COL), and hydroxyapatite powder (HA). COL samples were further categorized according to the peptide size of total COL (0.1 mg/mL), COL < 1 kDa (0.1 mg/mL), COL: 1–10 kDa (0.1 mg/mL), and COL > 10 kDa (0.1 mg/mL) to determine it. Semi‐quantitative reverse transcription polymerase chain reaction (sqRT‐PCR) and immunofluorescence labeling were used to assess the expression levels of specific mRNA and proteins in vitro. For in vivo studies, mice ovariectomy (OVX)‐induced postmenopausal osteoporosis were developed, while the sham surgery (Sham) group was treated as a control. Collagen peptides (CP) from MS inhibited osteoclast differentiation in RAW264.7 cells following an insult with nuclear factor kappa‐B ligand (RANKL). CP also enhanced osteoblast proliferation in MG‐63 cells, possibly through downregulating NFATc1 and TRAP mRNA expression and upregulating ALP and OPG mRNA levels. Furthermore, COL1 kDa also inhibited bone density loss in osteoporotic mice. Taken together, CP may reduce RANKL‐induced osteoclast activity while promoting osteoblast synthesis, and therefore may act as a potential therapeutic agent for the prevention and control of osteoporosis. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare the associations of epistemic beliefs in science, performance of scientific reasoning in university students from Taiwan and India, and the relations with their science learning experiences. A total of 126 university students including 67 from Taiwan and 59 from India who had science and mathematics backgrounds were involved in the study. Students' epistemic beliefs in science were assessed by the SEV questionnaire, while their reasoning performance and learning experiences were prompted by open-ended questions and survey items. Content analysis was performed to analyze their scientific reasoning, and correlation analysis, t tests and ANOVA were applied to reveal the associations between variables. The results showed that students from both countries differed in epistemic beliefs in the dimensions of certainty, development and justification. While few students from either country performed successfully in identifying genuine evidence and giving full rebuttals, Taiwanese participants seemed to demonstrate slightly better scientific reasoning. It was found that the Indian students were more balanced in receiving structured and engaged learning experiences. Varying associations for the students from the different countries were found between epistemic beliefs and scientific reasoning performance, and between epistemic beliefs and science learning experiences.

The aim of this study was to develop a scale to measure students' blended learning course experience. A total of 792 undergraduate students from Malaysia participated in this study. Exploratory factor analysis (EFA) was employed to evaluate the factor structure of the scale. As a result of EFA, three factors with 19 items that explained 68.06% of the total variance were obtained. The three factors are: course design, learning experience, and personal factors. Confirmatory factor analysis (CFA) was used to establish the structural validity of the scale, and item discrimination was conducted to validate the scale. The Cronbach's coefficients (α) for the factors ranged from.71 to.95. The overall Cronbach's coefficient (α) of the scale was.92, demonstrating a satisfactory level of reliability. The results showed that the developed scale is reliable and valid. Future implications for course designers and instructors are discussed. [ABSTRACT FROM AUTHOR]

Background: Collaborative computer simulations are available on some online platforms which support students at distributed locations to synchronously collaborate on the simulations to learn sciences. However, how students collaborate with each other in collaborative simulations is not clear. Objectives: The aim of this study was to investigate whether functional interdependency would influence learning. Methods: Two collaborative learning models with different functional interdependencies were examined (the synchronous model and the distributed accountability model). Multiple data sources obtained from 64 students were collected and analyzed. We discuss the collaborative learning with two levels of factors: the individual‐level factors (i.e., individual perceptions of teamwork quality, visual attention and learning performance before and after a simulation activity) and the pair‐level factors (i.e., discourse data and joint attention). Given that the pair‐level factors in the collaborative learning environment may affect the individual‐level factors, we further discuss the interactions of the two levels of factors in different collaborative learning models with hierarchical linear modeling (HLM) analysis. Results and Conclusions: The analytical results of the individual‐level factors found participants in the distributed accountability model demonstrated more frequent and longer attention to the learning activity. Furthermore, the results indicated that the two simulation learning activities would enhance the participants' learning performance except in Q2. For the pair‐level factors, the results demonstrated that the participants in the distributed accountability model showed more active discourse segments but similar joint attention patterns in the learning activity. The results of the HLM analysis indicated that the students in the distributed accountability model had to collaborate with their partners through more constructive dialogue, and focused on the same areas of interest to enhance their learning performance, as the complexity of the distributed accountability design was implemented in a simulation learning activity. Major takeaways: We found that the increase of functional interdependency cannot guarantee students' learning effect in collaborative learning and may hinder the communication that is needed during collaboration. Researcher may need to consider other collaboration tools to enhance the reciprocal reflection. Lay Description: What is already known about this topic: Collaborative simulations are helpful in making the learning process cohesive.The learning effects of functional interdependence in collaborative learning are under debate. What this paper adds: We examined collaborative learning models with different functional interdependencies.We discuss the collaborative learning with the individual‐, the pair‐level factors and their interactions Implications for practice and/or policy: The importance of decreasing cognitive load induced by simulation with high functional interdependency.It is necessary to increase participants' transactive and constructive engagement in collaborative models. [ABSTRACT FROM AUTHOR]

Abstract Background Xiao-Yao-San (XYS) is a Chinese medicinal formula for treating anxiety and depression. This study aims to evaluate the use of a room-temperature super-extraction system (RTSES) to extract the major active components of XYS and enhance their psycho-pharmacological effects. Methods The neuroprotective roles of XYS/RTSES against reserpine-derived neurotoxicity were evaluated using a glial cell injury system (in vitro) and a depression-like C57BL/6 J mouse model (in vivo). The anxiolytic-behavioural effects were measured by the elevated plus-maze (EPM) test and the antidepressant effects were evaluated by the forced swimming test (FST) and tail suspension test (TST). Glucose tolerance and insulin resistance were assayed by ELISA. The expression of 5-HT1A receptors in the prefrontal cortex was examined by western blotting. Results XYS/RTSES (300 μg/mL) diminished reserpine-induced glial cell death more effectively than either XYS (300 μg/mL) or fluoxetine (30 μM) at 24 h (P = 0.0481 and P = 0.054, respectively). Oral administration of XYS/RTSES (500 mg/kg/day) for 4 consecutive weeks significantly elevated the ratios of entries (open arms/closed arms; P = 0.0177) and shuttle activity (P = 0.00149) on the EPM test, and reduced the immobility time by 90% on the TST (P = 0.00000538) and FST (P = 0.0000053839). XYS/RTSES also improved the regulation of blood glucose (P = 0.0305) and increased the insulin sensitivity (P = 0.0093). The Western blot results indicated that the activation of cerebral 5-HT1A receptors may be involved in the mechanisms of XYS/RTSES actions. Conclusion The RTSES could provide a novel method for extracting effective anxiolytic- and antidepressant-like substances. XYS/RTSES improved the regulation of blood glucose and increased the insulin sensitivity in reserpine-induced anxiety and depression. Neuroprotection of glial cells and activation of cerebral 5-HT1A receptors were also involved.

Abstract: All available conventional ports share a common design, including catheter, locking nut, and port body, and all share two sites of structural weakness. One site is the junction between the locking nut and the proximal end of the catheter. The other site is the catheter fixation site between the locking nut and the protruding stud of the connecting tube. To overcome these shortcomings, we designed a new type of intravenous port which combines the connecting tube into one piece. The aims of this study were to test the mechanical characteristics of the new design and assess its safety in animal study. The prototype of the preattached port was manufactured from biocompatible materials, including PEEK, silicone and polyurethane. All components were assembled with biocompatible glue and mechanical and safety tests were performed to determine the mechanical strength, and tissue reaction of surrounding soft tissue and entry vessels. The mechanical tests showed the new design would not lead to catheter fracture in the oscillation test. The traction test showed significant peak load (18.75 ± 3.29 vs. 26.61 ± 1.75 N; p = 0.036) because of the difference in catheter extension capacity (26.57 ± 4.28 vs. 47.93 ± 2.45 mm; p = 0.012). Significantly smaller endurable injection pressure was identified in the prototype. (90 ± 20 vs. 177.5± 9.48 psi; p = 0.01) The safety test showed good tolerance in beagle dogs and led to no intravascular thrombus and minimal reaction in surrounding tissues. The new prototype preattached port showed good mechanical strength and overcame two potential structural weakness points. The integrated fixation design not only reduced the dimensions of the port device but also provided a greater injection area compared to current designs. It did not cause intravascular thrombosis and produced minimal tissue reaction in surrounding soft tissue, as identified by autopsy. The new design of the fixation device could serve as the basis for the next generation of intravenous ports. © 2017 Wiley Periodicals, Inc. J Biomed Mater Res Part B: Appl Biomater, 106B: 1017–1027, 2018. [ABSTRACT FROM AUTHOR]