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Cumulative experience is important for developing expertise through in-person learning, along with country setting and gender, but evidence is limited the role of these features in online learning. Yet, COVID-19 has catalysed the centrality of online learning, such that the efficacy of online learning is now highly relevant. Although the Pandemic triggered a surge of self-report and literature review research on stakeholder perceptions of online learning, less educational research has used big data to understand online learning. Therefore, the present research mined online learning data to identify features that are important for developing expertise in online learning. Data mining of 54,842,787 initial data points from one online learning platform was conducted by partnering theory with data in model development. Following examination of a theory-led machine learning model, a data-led approach was taken to reach a final model. The linear regression model was regularised with the Lasso penalty to enable data-driven feature selection. Twenty-six features were selected to form an extreme gradient boosting model that underwent hyper-parameter tuning. All cross-validation adopted the grid search approach. The final model was used to derive Shapley values for feature importance. As expected, cumulative experience, country differences, low-and-middle-income country status, and COVID-19 were important features for developing expertise through online learning. The data-led model development resulted in additional insights not examined in the initial, theory-led model: namely, the importance of meta-cognition and independent learner behaviour. Surprisingly, no male advantage was found in the potential for expertise development through online learning. © 2022
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Background: ASLAN004 is a fully human monoclonal antibody that binds to IL-13Ra1 with high affinity and inhibits IL-4 and IL-13 signaling via the Type 2 cytokine receptor, an important target in atopic dermatitis (AD). Objective: To evaluate the emerging safety, tolerability, and efficacy of ASLAN004 in a multipleascending dose escalation phase in patients with moderate to severe AD. Methods: Twenty-five adult patients with moderate to severe AD were recruited from the US, Australia and Singapore and randomized 3:1 in three cohorts to receive once weekly 200, 400 or 600mg of subcutaneous ASLAN004 or matching placebo over eight weeks, with a 12-week recovery period. An interim data readout was conducted after Cohorts 1-3 completed eight weeks of treatment to evaluate various clinical endpoints in a limited number of patients before conducting an expansion cohort (Cohort 4, results reported elsewhere). Endpoints in the interim analysis include change from baseline in Eczema Area Severity Index (EASI) score at week 8 and safety assessments including local tolerability and incidence of adverse events (AEs). [NCT04090229] Results: Three of 25 patients randomized into Cohorts 1-3 discontinued due to restrictions imposed in response to the COVID-19 pandemic. 18 of the remaining 22 patients in the planned interim data readout completed at least 29 days of dosing and assessment and were evaluable for efficacy. The mean ± SD (n=18) baseline scores were 32.5±11.8 for EASI and 44% had severe Investigator Global Assessment (IGA) scores. At Week 8, mean reductions in EASI from baseline were 50 percent, 74 percent and 76 percent for the 200mg (n=4), 400 mg (n=6) and 600 mg (n=3) ASLAN004 dose groups respectively, compared with 42 percent (n=5) for placebo. Mean reductions of peak pruritus from baseline to Week 8 were 34 percent, 48 percent and 39 percent for 200mg (n=4), 400mg (n=6) and 600mg (n=2) ASLAN004 dose groups respectively, compared with 16% for placebo (n=5). Other secondary endpoints were also improved for ASLAN004 compared with placebo (EASI-50, EASI- 75, results reported elsewhere). The proportion of patients with AEs and treatment-emergent adverse events (TEAEs) were similar across ASLAN004 treatment and placebo arms. There were no TEAEs leading to discontinuation in the ASLAN004 treatment groups. Conclusion: ASLAN004 was well tolerated, with 400mg and 600mg showing promising eicacy in adults with moderate to severe AD.
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The Transfer-to-Excellence Summer Research Program is an exciting opportunity for community college students to conduct hands-on research in the labs of faculty at the University of California, Berkeley. Funded by the National Science Foundation and a private foundation, the program seeks to inspire students to transfer and complete a bachelor's degree in science or engineering. Typically, a nine-week residential program, the 2020 Transfer-to-Excellence program was greatly impacted by the COVID-19 pandemic and a state-wide Shelter-in-Place order. This paper details the successful transition of the Transfer-to-Excellence program to an online format, including remote research projects, mentoring, boot camp, professional development, and community building events. Analysis of quantitative evaluation data demonstrates that, despite the remote format, interns had a very positive internship experience and highly satisfying mentoring relationships with graduate students. Most notably, the internship significantly enhanced students' confidence to succeed as a student in science and engineering, and self-efficacy in their research skills. This paper and poster presentation will provide a model for similar NSF funded programs pursuing an online format. The administrative team expects such transitions to become increasingly common for various reasons, including the need to adapt to unexpected health and environmental barriers, reducing cost, and expanding access to nontraditional students unable to participate in residential programs. © American Society for Engineering Education, 2021