Analytics of self-regulated learning scaffolding: effects on learning processes.

Self-regulated learning (SRL) is the ability to regulate cognitive, metacognitive, motivational, and emotional states while learning and is posited to be a strong predictor of academic success. It is therefore important to provide learners with effective instructions to promote more meaningful and effective SRL processes. One way to implement SRL instructions is through providing real-time SRL scaffolding while learners engage with a task. However, previous studies have tended to focus on fixed scaffolding rather than adaptive scaffolding that is tailored to student actions. Studies that have investigated adaptive scaffolding have not adequately distinguished between the effects of adaptive and fixed scaffolding compared to a control condition. Moreover, previous studies have tended to investigate the effects of scaffolding at the task level rather than shorter time segments-obscuring the impact of individual scaffolds on SRL processes. To address these gaps, we (a) collected trace data about student activities while working on a multi-source writing task and (b) analyzed these data using a cutting-edge learning analytic technique- ordered network analysis (ONA)-to model, visualize, and explain how learners' SRL processes changed in relation to the scaffolds. At the task level, our results suggest that learners who received adaptive scaffolding have significantly different patterns of SRL processes compared to the fixed scaffolding and control conditions. While not significantly different, our results at the task segment level suggest that adaptive scaffolding is associated with earlier engagement in SRL processes. At both the task level and task segment level, those who received adaptive scaffolding, compared to the other conditions, exhibited more task-guided learning processes such as referring to task instructions and rubrics in relation to their reading and writing. This study not only deepens our understanding of the effects of scaffolding at different levels of analysis but also demonstrates the use of a contemporary learning analytic technique for evaluating the effects of different kinds of scaffolding on learners' SRL processes.

Temporal Assessment of Self-Regulated Learning by Mining Students' Think-Aloud Protocols.

It has been widely theorized and empirically proven that self-regulated learning (SRL) is related to more desired learning outcomes, e.g., higher performance in transfer tests. Research has shifted to understanding the role of SRL during learning, such as the strategies and learning activities, learners employ and engage in the different SRL phases, which contribute to learning achievement. From a methodological perspective, measuring SRL using think-aloud data has been shown to be more insightful than self-report surveys as it helps better in determining the link between SRL activities and learning achievements. Educational process mining on the basis of think-aloud data enables a deeper understanding and more fine-grained analyses of SRL processes. Although students' SRL is highly contextualized, there are consistent findings of the link between SRL activities and learning outcomes pointing to some consistency of the processes that support learning. However, past studies have utilized differing approaches which make generalization of findings between studies investigating the unfolding of SRL processes during learning a challenge. In the present study with 29 university students, we measured SRL via concurrent think-aloud protocols in a pre-post design using a similar approach from a previous study in an online learning environment during a 45-min learning session, where students learned about three topics and wrote an essay. Results revealed significant learning gain and replication of links between SRL activities and transfer performance, similar to past research. Additionally, temporal structures of successful and less successful students indicated meaningful differences associated with both theoretical assumptions and past research findings. In conclusion, extending prior research by exploring SRL patterns in an online learning setting provides insights to the replicability of previous findings from online learning settings and new findings show that it is important not only to focus on the repertoire of SRL strategies but also on how and when they are used.

The second messenger c-di-AMP mediates bacterial exopolysaccharide biosynthesis: a review.

Cyclic dimeric adenosine 3'-5'-monophosphate (c-di-AMP) is a recently discovered nucleotide messenger in bacteria. It plays an important role in signaling, transcription, and cell physiology, such as in bacterial growth, potassium transport, fatty acid synthesis, the metabolic balance of cell wall components, and biofilm formation. Exopolysaccharides (EPSs) have distinct physico-chemical properties and diverse bioactivities including antibacterial, hypolipidemic, and antioxidative activities, and they are widely used in the food, pharmaceutical, and cosmetic industries. Although c-di-AMP has been demonstrated to regulate the biosynthesis of bacterial EPSs, only a single c-di-AMP receptor, CabpA, has been identified in EPS synthesis. With the aim of describing current understanding of the regulation of microbial EPSs, this review summarizes c-di-AMP biosynthesis and degradation as well as the mechanism through which c-di-AMP regulates bacterial EPSs.

Short communication: Genome-wide identification of new reference genes for reverse-transcription quantitative PCR in Streptococcus thermophilus based on RNA-sequencing analysis.

Streptococcus thermophilus, one of the most important industrial lactic acid bacteria, is widely used for the production of fermented dairy products such as yogurt and cheese. The accuracy of gene expression-based analyses (e.g., reverse-transcription quantitative real-time PCR) relies heavily on the selection of reliable reference genes (RG), which provides the basis for correctly interpreting expression data. However, many traditional RG are not stably expressed in different systems. Here we used RNA-sequencing to systematically investigate gene expression variation at the genome scale and identify more stable RG in S. thermophilus. In total, 21 putative candidate RG were identified with variation coefficient values <10.0 based on the expression of all 1,911 genes under 4 different experimental conditions. We selected and validated 12 RG chosen from transcriptomes by using reverse-transcription quantitative real-time PCR, and ranked their expression stability by statistical algorithms geNorm and NormFinder. Compared with traditional RG 16S rRNA, genes encoding glycine-tRNA ligase subunit ß GlyS and fatty acid-binding protein DegV were more stable under all 4 treatments, which have never been used as RG in S. thermophilus. Our finding provides the foundation for more precise analysis of gene expression in S. thermophilus and other lactic acid bacteria species.

Teachers' networked professional learning with MOOCs.

Massive Open Online Courses (MOOCs) are used to support professional learning at scale in many countries. The present study examined a MOOC named Flipped Classrooms that was specially designed for in-service teachers in China. This MOOC was offered for seven consecutive iterations across three years and allowed teachers to re-take this course in connection with their teaching practice. Overall, 16% of all 105,370 learners enrolled in at least two iterations of the MOOC. To understand their learning motivations, their learning engagement within the MOOC, and the connections they forged between the MOOC and their teaching, we conducted a mixed-methods study using multiple data sources including course registration records, course entry surveys, learning performance data, click logs, and semi-structured interviews. Results indicated that teacher-learners re-took the MOOC for various reasons such as refreshing domain understanding, improving grades, and addressing practical problems. Click log analysis found MOOC re-takers with different performance trajectories demonstrated distinct learning patterns across iterations. Qualitative analysis of the interview data revealed additional insights into learning within the MOOC and connections forged by the re-takers between the MOOC and their teaching practice. This study contributes fresh insights into the MOOC literature by investigating MOOC re-takers and sheds light on the promise of using MOOC to support networked professional learning. Implications for future MOOCs and teacher learning opportunities are discussed.