Recent developments in educational technologies have provided a viable solution to the challenges associated with scaling personalised feedback to students. However, there is currently little ...empirical evidence about the impact such scaled feedback has on student learning progress and study behaviour. This paper presents the findings of a study that looked at the impact of a learning analytics (LA)-based feedback system on students' self-regulated learning and academic achievement in a large, first-year undergraduate course. Using the COPES model of self-regulated learning (SRL), we analysed the learning operations of students, by way of log data from the learning management system and e-book, as well as the products of SRL, namely, performance on course assessments, from three years of course offerings. The latest course offering involved an intervention condition that made use of an educational technology to provide LA-based process feedback. Propensity score matching was employed to match a control group to the student cohort enrolled in the latest course offering, creating two equal-sized groups of students who received the feedback (the experimental group) and those who did not (the control group). Growth mixture modelling and mixed between-within ANOVA were also employed to identify differences in the patterns of online self-regulated learning operations over the course of the semester. The results showed that the experimental group showed significantly different patterns in their learning operations and performed better in terms of final grades. Moreover, there was no difference in the effect of feedback on final grades among students with different prior academic achievement scores, indicating that the LA-based feedback deployed in this course is able to support students’ learning, regardless of prior academic standing.
•A learning analytics-based system was used to deliver process feedback to students in a course.•The learning-analytics feedback employed multimodal data, such as log data from the learning management system and e-book.•The pattern of self-regulated learning differed between students who had received the feedback, and those who had not.•Final course marks were significantly higher for students who had received the feedback, compared to those who had not.•There was no difference in impact of the LA-based, process feedback among students with different program entry scores.
Video in education has become pervasive. Globally, educators are recording instructional videos to augment their students’ learning and, in many contexts, replace face-to-face lectures. However, the ...mere act of watching a video is primarily a passive learning experience likely leading to lack of student engagement hindering learning. Active learning strategies such as video annotations and in-video questions have the potential to shift the passive experience of watching an instructional video to a more active one by engaging students with learning strategies designed to promote self-regulated learning and improve content knowledge. This experimental study investigates the impact of in-video questions compared to video annotations on learning and self-efficacy in an experimental setting. Findings revealed that learners who annotated videos had higher self-efficacy than those who completed in-video questions likely due to the immediate feedback received from the in-video questions. The study further concluded that prior knowledge plays a critical role in selecting appropriate active learning strategies, suggesting that video annotations be considered when students have prior knowledge about a topic whereas in-video questions with immediate feedback be interspersed in videos when students do not have prior knowledge about a topic.
To describe and explain stroke survivors and informal caregivers' experiences of primary care and community healthcare services. To offer potential solutions for how negative experiences could be ...addressed by healthcare services.
Systematic review and meta-ethnography.
Medline, CINAHL, Embase and PsycINFO databases (literature searched until May 2015, published studies ranged from 1996 to 2015).
Primary qualitative studies focused on adult community-dwelling stroke survivors' and/or informal caregivers' experiences of primary care and/or community healthcare services.
A set of common second order constructs (original authors' interpretations of participants' experiences) were identified across the studies and used to develop a novel integrative account of the data (third order constructs). Study quality was assessed using the Critical Appraisal Skills Programme checklist. Relevance was assessed using Dixon-Woods' criteria.
51 studies (including 168 stroke survivors and 328 caregivers) were synthesised. We developed three inter-dependent third order constructs: (1) marginalisation of stroke survivors and caregivers by healthcare services, (2) passivity versus proactivity in the relationship between health services and the patient/caregiver dyad, and (3) fluidity of stroke related needs for both patient and caregiver. Issues of continuity of care, limitations in access to services and inadequate information provision drove perceptions of marginalisation and passivity of services for both patients and caregivers. Fluidity was apparent through changing information needs and psychological adaptation to living with long-term consequences of stroke.
Potential limitations of qualitative research such as limited generalisability and inability to provide firm answers are offset by the consistency of the findings across a range of countries and healthcare systems.
Stroke survivors and caregivers feel abandoned because they have become marginalised by services and they do not have the knowledge or skills to re-engage. This can be addressed by: (1) increasing stroke specific health literacy by targeted and timely information provision, and (2) improving continuity of care between specialist and generalist services.
PROSPERO 2015:CRD42015026602.
Research and development in learning analytics has established viable solutions for scaling personalised feedback to all students. However, questions remain regarding how such feedback is perceived, ...interpreted and acted upon by stakeholders. The present study reports on the analysis of focus group data from four courses to understand students' sensemaking of personalised, learning analytics-based feedback. Deductive analysis and epistemic network analysis were carried out to identify students' perceptions and associated emotional responses to the feedback. The results demonstrate that students mostly held positive perceptions of their feedback - especially in regard to quality, task-focus and instructor care. While emotions to feedback were often negative, students also noted this increased their motivation to invest more effort in the learning tasks. The results of the study provide further evidence of the interpersonal communication variables influencing students' proactive recipience of feedback. Importantly, the findings show that students were mostly actively engaged with their personalised feedback, and that the instructor-mediated approach to feedback based on learning analytics is aligned to the principles of effective feedback.
Mitral valve prolapse (MVP) has been associated with an increased risk of ischemic stroke. Older age, thicker mitral leaflets, and significant mitral regurgitation (MR) leading to atrial fibrillation ...have been traditionally considered risk factors for ischemic stroke in MVP. However, specific risk factors for MVP-stroke subtypes are not well defined. The aim of this study is to evaluate clinical and echocardiographic parameters, including left atrial (LA) function, in MVP with cryptogenic (C) vs. non-cryptogenic (NC) stroke.
In this case-control matched study, MVPs were identified in consecutive echocardiograms obtained after a stroke from January 2013 to December2016 at the University of California, San Francisco. MVP was defined as leaflet displacement ≥2 mm in the parasternal long-axis view at end-systole. Age/gender matched MVPs without stroke and healthy controls without MVP were also identified. We analyzed LA end-systolic/diastolic volume index, emptying fraction (LAEF), function index (LAFI), and global longitudinal strain in all MVPs and controls. We also measured left ventricular (LV) volume indexes, mass index, ejection fraction (EF), degree of MR and leaflet thickness.
We identified a total of 30 MVPs (age 70 ± 12, 50% females) with stroke (11 with C- and 19 with NC-stroke), 20 age/gender matched MVPs without a stroke and 16 controls. MVPs without stroke had lower BMI, less hypertension but more MR (≥moderate in 45% vs. 17%), more abnormal LA function (lower LAEF, LAFI) and larger LV volumes/mass (all
< 0.05) when compared to MVPs with stroke. Leaflet thickness was overall mild (<3 mm) and similar in the 2 groups. Within the MVP stroke group, NC-stroke had higher BMI, more hypertension and more atrial fibrillation compared to C-stroke. In the variables tested, patients with C-stroke did not differ from controls.
MVP-related MR may be protective against stroke despite abnormal LA function. Risk of NC-stroke in MVP is related to common stroke risk factors rather than mitral valve leaflet thickness. The etiology of C-stroke in MVP warrants further studies.
Granulomatosis with polyangiitis and relapsing polychondritis are rare, multisystemic and potentially life-threatening connective tissue diseases. We present two cases of severe endobronchial ...obstruction in the aforementioned conditions and discuss difficulties with detection and treatment. Despite differing underlying pathophysiologies, endobronchial disease is a less frequently reported but serious complication of both conditions.
Case 1, a 31-year-old South Asian woman with relapsing polychondritis, required partial tracheal resection and reconstruction in combination with immunosuppressive therapy to achieve respiratory recovery following collapse of her right main bronchus and a stricture in her left main bronchus. Case 2, a 22-year-old Caucasian male with granulomatosis with polyangiitis, underwent surgical resection of an endobronchial growth causing occlusion of his right main bronchus. Although his respiratory status was initially stabilised with increased immunosuppression, he continues to have disease progression in spite of this.
Our cases highlight the importance of a multidisciplinary approach combining immunosuppression with supportive care and judicious use of surgical interventions in select cases. A further review of the literature shows endobronchial obstruction is potentially under-reported due to overlap in connective tissue disease symptomatology and there is no consensus on best practice.
Singapore English: A grammatical description provides a vivid account of current, contemporary Singapore English, complementing older seminal accounts of this variety. Drawing primarily on the ...Grammar of Spoken Singapore English Corpus, which comprises naturally-occurring conversational speech, the contributions in this volume not only provide comprehensive and systematic descriptions of the structural features characterising colloquial Singapore English of the young, native speaker of today, but also propose the likely substrate sources of these features through insightful linguistic and historical examination. Clearly illustrating the particular rules of grammar that characterise Singapore English as a variety in its own right, this volume presents its evolution as a perfectly natural linguistic phenomenon which is best understood within the multiethnic and multilingual society that Singapore is and has been for the past two centuries. Theoretical linguists, sociolinguists, dialectologists, variationists, typologists and creolists, as well as those involved in education and policy-making, should find this description relevant and vital.
Self-regulated learning (SRL) is associated with university student academic success outcomes, however students often need support to develop these skills. Technology-mediated feedback is one ...strategy that May aid educators in supporting students' SRL development. This study aims to explore whether a technology-mediated feedback strategy targeting tutorial preparation for flipped classrooms enhances first-year students' self-report SRL and observed implementation of the strategy. Self-report SRL was measured using the Motivated Strategies for Learning Questionnaire (MSLQ); strategy implementation profiles were based on lecture video access patterns. First-year psychology students (n equivalent 99) were sent technology-mediated feedback emails aimed at developing their SRL. Paired- samples t-tests revealed significant increases in post-intervention self-reported motivational SRL subscales; self- reported and observed learning strategies implementation did not improve. Future research could build upon this exploratory work to form a multi-pronged strategy to increase understanding of the role of technology-mediated feedback in first-year students' SRL development for flipped classroom learning.
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