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Although research on schema has been widely investigated for the past decades, little research has addressed the development of a systematic instructional design theory using schema principles and processes. This study proposes a systematic schema-based instructional design model, including general and schema analysis, schema-based design, and development processes and techniques for evaluating a learner's acquired schema. By synthesizing empirical studies, this study comprehensively reviews literature on schema and foundational principles for learning. The goal of the study is to enrich the knowledge base of schema-based instructional design for different learning environments. Thus, the study is concluded by a discussion on how to utilize a schema-based instructional design for self-paced learning environments with additional implications and further recommendations.

Higher education institutions partner with technology providers to stay competitive in the fast-evolving innovations of technological advancements. The purpose of this study is to reflect on and investigate technology integration cases at a mid-sized public university in the U.S. Taking a qualitative research approach, this study utilizes critical reflection and multiple case studies (Stake, 2006). After reviewing the data, a technology partnership model was created that is composed of five phases: (1) analysis, (2) negotiation, (3) pre-implementation, (4) implementation, and (5) evaluation. The findings indicate that a systematic process must be utilized to ensure efficiency in vendor-university partnerships. Discussions, limitations, and implementation are provided.

The demand for qualified teachers with sufficient pedagogical knowledge and skills is high. However, existing teacher education programs do not provide adequate experiences through which to develop pre-service teachers' professional foundations. This study recognized Open Educational Resources (OER) as a means by which to address the issue of enhancing teacher education. The purpose of this study was to propose a framework to be used to integrate OER into lesson design activities for pre-service teachers. In this study, a focused literature review investigated the frameworks of distributed cognition and example-based learning. This review process resulted in a unified framework that provides a description of how preservice teachers learn with OER at both the individual and cognitive system levels. Four principles and 10 guidelines are provided to guide the implementation of OER-based lesson design activities in real settings. The new framework has the potential to enhance pre-service teachers' Web resource-based professional development.

The flipped classroom model has gained prominence as advances in technology afford increasing opportunities for ubiquitous access to a variety of online resources. Despite the benefit of the flipped classroom model, flipped classrooms are not equally advantageous to all students due to its self-regulated nature. To address the issues in flipped learning, we explored principles for supporting self-regulated learning in flipped learning by synthesizing suggestions provided in previous research. We also conducted an empirical study to validate the identified principles by implementing a self-regulated learning support that combined a learner dashboard with a reflection interface in a real flipped classroom setting. While the dashboard interface utilized students' learning traces to support students' self-monitoring and evaluation, the reflection interface facilitated their follow-up reflection, which contributed to the cyclical process of self-regulated learning. The results indicated that the experimental group that used the support for self-regulated learning exhibited higher levels of self-regulated learning skills, behavioral engagement in pre-class sessions, cognitive engagement in in-class sessions, emotional engagement in both pre- and in-class session, learning performance than the control group. Implications for future research and directions for design and implementation of self-regulated learning supports are described.

Based on the achievement goal theory, this experimental study explored the influence of predictive and descriptive learning analytics dashboards on graduate students' motivation and statistics anxiety in an online graduate-level statistics course. Participants were randomly assigned into one of three groups: (1) predictive dashboard; (2) descriptive dashboard; or (3) control (i.e., no dashboard). Measures of motivation and statistical anxiety were collected in the beginning and the end of the semester via the Motivated Strategies for Learning Questionnaire and Statistical Anxiety Rating Scale. Individual semi-structured interviews were used to understand learners' perceptions of the course and whether the use of the dashboards influenced the meaning of their learning experiences. Results indicate that, compared to the control group, the predictive dashboard significantly reduced learners' interpretation anxiety and had an effect on intrinsic goal orientation that depended on learners' lower or higher initial levels of intrinsic goal orientation. In comparison to the control group, both predictive and descriptive dashboards reduced worth of anxiety (negative attitudes towards statistics) for learners who started the course with higher levels of worth anxiety. Thematic analysis revealed that learners who adopted a more performance-avoidance goal orientation approach demonstrated higher levels of anxiety regardless of the dashboard used.

The self-paced nature of asynchronous online learning (AOL) is recognized as an obstacle that disrupts student success in the learning environment. Without on-time interventions provided by instructors, students find it challenging to use learning strategies tailored to the learning environment, and their use of self-regulated learning (SRL) strategies has been regarded one of the key indicators of success in AOL. To examine how student SRL strategies are associated with their video engagement trajectory and learning outcomes, we used student video engagement data collected at multiple time points. Participants were 159 students who were taking a self-paced asynchronous online statistics course. Results revealed that student video engagement was found to increase over time and student management strategies contributed to the upward change. We also found that the growth of engagement predicted student achievement in the course. Our findings shed light on instructional strategies to support students in AOL contexts.

The aim of this study is to investigate whether an interactive self-regulation scaffolding increases levels of online learners' self-regulated learning skills, course participation, and learning performance. The intervention utilizes a dialog approach with an intelligent conversational agent to scaffold learners' self-regulated learning. Fifty-six graduate students participated in this study over a semester and were randomly assigned to one of two conditions: (1) an experimental condition where a scaffold was provided through the conversational agent and (2) a control condition where the self-regulated learning information was given, but any scaffolds were not provided. The results revealed that the scaffolded group showed higher self-regulated learning level gains than the control group. Additionally, the relationships between self-regulated learning, course participation, and learning performance were investigated.

Composite development indices show an exponential movement of major economic indicators to identify and predict the overall trend of the national economy. However, the existing method of writing composite development indices is based on simple statistical methods using macroscopic data. Therefore, it presents limitations when grasping regional economic trends late. It is because the time of announcement of composite development indices is concentrated at the end of each month, quarter, and year. This study used the floating population estimated from smartphone data that can be collected in real-time to analyze how floating population patterns affect regional economic situations to compensate for these limitations. The primary purpose was to present a prompt development prediction methodology that reflects this meaningful relationship. A correlation and cross-correlation analysis was performed to exhibit a clear relationship between composite development indices and floating population value. In addition, a time series model and a multiple regression model analyses were applied to predict regional development indices. The results obtained facilitated the prompt selection of regional composite indices after choosing a model that exhibits high prediction accuracy and efficiency of the application. The selected regional development composite indices are expected to be used as a faster and more reliable prediction criterion than the existing development composite indices used to predict a specific city's economic situation., Author(s): Jungyeol Hong (corresponding author) [1]; Jieun Na [1]; Youjeong Kang [1]; Dongho Kim [2] 1. Introduction Due to the long-term spread of COVID-19, Korea has been facing various problems, [...]

Case-based reasoning posits that learners can use their prior experience to solve new problems. This theory is cited to explain the benefits of problem-based learning (PBL), especially as it relates to knowledge structure development. However, critics argue that learners lack the relevant knowledge structures to simultaneously learn new content and solve complex problems. In terms of learning design, theorists suggest a set of cases (case library) can be used as vicarious memory and thus bridge the experience gap. While this may be beneficial in theory, studies show experts and novices tend to process the details of a case in markedly different ways, which would be problematic in terms of case libraries' ability to scaffolding problem-solving. To address this challenge, this study compared the following conditions in terms of argumentation and knowledge structure development: PBL only, PBL with static case library, PBL with recommendation system case library. Both the case library conditions outperformed the PBL-only condition in terms of initial argument development. However, the PBL with recommendation system case library outperformed the other conditions on rebuttal development. Implications for PBL, CBR, knowledge structure development, and learning design are discussed.

Motivational regulation strategies have been used as active forms of promoting motivation in online and classroom learning. Based on the motivational regulation model combining both contextual and individual factors, this study examined how students' academic levels (undergraduate vs. graduate) and the type of course delivery mode (online vs. traditional face-to-face) influence their uses of eight motivational regulation strategies and three types of engagement. A total of 190 students consisting of 95 undergraduate students and 95 graduate students participated in this study. The results of two-way multivariate analysis of variance show that students use different sets of motivational regulation strategies depending upon their academic levels and course delivery modes. Also, graduate students showed significantly higher engagement in all three types than undergraduate students did. The findings provide practical implications for designing a customised motivational support system with specific sets of motivational regulation strategies for students in different academic levels and course delivery modes.

Neurotropic alphaherpesviruses initiate infection in exposed mucosal tissues and, unlike most viruses, spread rapidly to sensory and autonomic nerves where life-long latency is established.sup.1. Recurrent infections arise sporadically from the peripheral nervous system throughout the life of the host, and invasion of the central nervous system may occur, with severe outcomes.sup.2. These viruses directly recruit cellular motors for transport along microtubules in nerve axons, but how the motors are manipulated to deliver the virus to neuronal nuclei is not understood. Here, using herpes simplex virus type I and pseudorabies virus as model alphaherpesviruses, we show that a cellular kinesin motor is captured by virions in epithelial cells, carried between cells, and subsequently used in neurons to traffic to nuclei. Viruses assembled in the absence of kinesin are not neuroinvasive. The findings explain a critical component of the alphaherpesvirus neuroinvasive mechanism and demonstrate that these viruses assimilate a cellular protein as an essential proviral structural component. This principle of viral assimilation may prove relevant to other virus families and offers new strategies to combat infection. Herpes simplex virus type I and pseudorabies virus assimilate kinesin from host epithelial cells and repurpose the motor to traffic to the nuclei of neurons in the peripheral nervous system., Author(s): Caitlin E. Pegg [sup.1] , Sofia V. Zaichick [sup.1] [sup.7] , Ewa Bomba-Warczak [sup.2] , Vladimir Jovasevic [sup.1] [sup.8] , DongHo Kim [sup.1] , Himanshu Kharkwal [sup.3] [sup.9] , [...]