Unobtrusive measurement of self-regulated learning:A clickstream-based multi-dimensional scale

Self-regulated learning has seen a large increase in research interest due to its importance for online learning of higher education students. Several ways to measure self-regulated learning have been suggested. However, most measurements are either obtrusive, necessitating time and effort from students and potentially influencing the learning process, or only partially portable across courses. In the current study, we develop clickstream-based scales of four self-regulated learning phases that we show are portable across courses. The final scales are based on the COPES model and include two strong and reliable dimensions, enactment and adaptation, one dimension that performs reasonably, task definition, and a weaker one, goal-setting. By considering portability as the main criterion in the scale construction process, we ensured reliable transfer to both similar and dissimilar courses. When considering convergent validity, the created scale has higher bivariate and partial correlations with final student grades than the often-used self-reported MSLQ-SRL scale. We discuss limitations and future research to improve the scale further and facilitate adoption.</p

Do 21st-century skills make you less lonely? The relation between 21st-century skills, social media usage, and students’ loneliness during the COVID-19 pandemic

21st-century skills are a new category of competencies recommended for people to adapt to the digital era. Digital communication skills, particularly, are regarded as an important facet in a progressively moving online society. Empirical evidence of their actual value, however, is largely missing. Recently, the COVID-19 pandemic offered an appropriate testing ground for the possible beneficial role that such skills might play. Our results show that digital communication skills correlate with loneliness. However, social media usage, online contacts, and offline contacts only partially mediate the relationship between digital communication skills and the loneliness levels of students. In addition, we found substantial differences between the two waves of data collection and the types of contacts that influenced loneliness. While skills may have reduced loneliness, the precise mechanism of this effect needs to be clarified more. We offer suggestions for future research to examine the potential benefits of 21st-century skills

Sequence analysis and process mining perspectives to goal setting: What distinguishes business students with high and low self-efficacy beliefs?

Abstract This study investigates the relationship between students' self-efficacy beliefs, goal-setting, and learning tactics in an online business course. Using sequence analysis and process mining techniques, we analyzed log data from 209 students to identify distinct learning tactics and their association with self-efficacy beliefs, inferred from initial goal-setting and final grades. Four learning tactics were identified, with significant differences observed between students with high and low self-efficacy beliefs. High self-efficacy students demonstrated more varied and adaptive tactics, including greater use of quizzes and project-focused activities. In contrast, low self-efficacy students and those who didn't set goals showed less engagement and fewer monitoring activities. The project-focused tactic had the strongest correlation with final grades and goal achievement. Goal-setting at the course's start was linked to more effective learning behaviors and better outcomes. The study reveals how students' online learning behavior changes based on initial goal-setting and subsequent reflection. These findings contribute to research on self-regulated learning in online environments and offer practical implications for designing online courses and learning analytics interventions. Understanding these differences enables the development of targeted interventions to improve learning tactics and self-efficacy beliefs among students, ultimately enhancing their ability to achieve learning goals in online educational settings.Abstract This study investigates the relationship between students' self-efficacy beliefs, goal-setting, and learning tactics in an online business course. Using sequence analysis and process mining techniques, we analyzed log data from 209 students to identify distinct learning tactics and their association with self-efficacy beliefs, inferred from initial goal-setting and final grades. Four learning tactics were identified, with significant differences observed between students with high and low self-efficacy beliefs. High self-efficacy students demonstrated more varied and adaptive tactics, including greater use of quizzes and project-focused activities. In contrast, low self-efficacy students and those who didn't set goals showed less engagement and fewer monitoring activities. The project-focused tactic had the strongest correlation with final grades and goal achievement. Goal-setting at the course's start was linked to more effective learning behaviors and better outcomes. The study reveals how students' online learning behavior changes based on initial goal-setting and subsequent reflection. These findings contribute to research on self-regulated learning in online environments and offer practical implications for designing online courses and learning analytics interventions. Understanding these differences enables the development of targeted interventions to improve learning tactics and self-efficacy beliefs among students, ultimately enhancing their ability to achieve learning goals in online educational settings

Sequence analysis and process mining perspectives to goal setting: What distinguishes business students with high and low self‑efficacy beliefs?

Article, Faculty of Economic and Management Sciences (Research & Innovation)--Northwest University, Vanderbijlpark CampusThis study investigates the relationship between students’ self-efficacy beliefs, goal-setting, and learning tactics in an online business course. Using sequence analysis and process mining techniques, we analyzed log data from 209 students to identify distinct learning tactics and their association with self-efficacy beliefs, inferred from initial goal-setting and final grades. Four learning tactics were identified, with significant differences observed between students with high and low self-efficacy beliefs. High self-efficacy students demonstrated more varied and adaptive tactics, including greater use of quizzes and project-focused activities. In contrast, low self-efficacy students and those who didn’t set goals showed less engagement and fewer monitoring activities. The project-focused tactic had the strongest correlation with final grades and goal achievement. Goal-setting at the course’s start was linked to more effective learning behaviors and better outcomes. The study reveals how students’ online learning behavior changes based on initial goal-setting and subsequent reflection. These findings contribute to research on self-regulated learning in online environments and offer practical implications for designing online courses and learning analytics interventions. Understanding these differences enables the development of targeted interventions to improve learning tactics and self efficacy beliefs among students, ultimately enhancing their ability to achieve learning goals in online educational settings

Knowledge diffusion in the network of international business travel

We use aggregated and anonymized information based on international expenditures through corporate payment cards to map the network of global business travel. We combine this network with information on the industrial composition and export baskets of national economies. The business travel network helps to predict which economic activities will grow in a country, which new activities will develop and which old activities will be abandoned. In statistical terms, business travel has the most substantial impact among a range of bilateral relationships between countries, such as trade, foreign direct investments and migration. Moreover, our analysis suggests that this impact is causal: business travel from countries specializing in a specific industry causes growth in that economic activity in the destination country. Our interpretation of this is that business travel helps to diffuse knowledge, and we use our estimates to assess which countries contribute or benefit the most from the diffusion of knowledge through global business travel

Modular Mass Spectrometric Tool for Analysis of Composition and Phosphorylation of Protein Complexes

The combination of high accuracy, sensitivity and speed of single and multiple-stage mass spectrometric analyses enables the collection of comprehensive sets of data containing detailed information about complex biological samples. To achieve these properties, we combined two high-performance matrix-assisted laser desorption ionization mass analyzers in one modular mass spectrometric tool, and applied this tool for dissecting the composition and post-translational modifications of protein complexes. As an example of this approach, we here present studies of the Saccharomyces cerevisiae anaphase-promoting complexes (APC) and elucidation of phosphorylation sites on its components. In general, the modular concept we describe could be useful for assembling mass spectrometers operating with both matrix-assisted laser desorption ionization (MALDI) and electrospray ionization (ESI) ion sources into powerful mass spectrometric tools for the comprehensive analysis of complex biological samples

The Intracellular DNA Sensor IFI16 Gene Acts as Restriction Factor for Human Cytomegalovirus Replication

Human interferon (IFN)-inducible IFI16 protein, an innate immune sensor of intracellular DNA, modulates various cell functions, however, its role in regulating virus growth remains unresolved. Here, we adopt two approaches to investigate whether IFI16 exerts pro- and/or anti-viral actions. First, the IFI16 gene was silenced using specific small interfering RNAs (siRNA) in human embryo lung fibroblasts (HELF) and replication of DNA and RNA viruses evaluated. IFI16-knockdown resulted in enhanced replication of Herpesviruses, in particular, Human Cytomegalovirus (HCMV). Consistent with this, HELF transduction with a dominant negative form of IFI16 lacking the PYRIN domain (PYD) enhanced the replication of HCMV. Second, HCMV replication was compared between HELFs overexpressing either the IFI16 gene or the LacZ gene. IFI16 overexpression decreased both virus yield and viral DNA copy number. Early and late, but not immediate-early, mRNAs and proteins were strongly down-regulated, thus IFI16 may exert its antiviral effect by impairing viral DNA synthesis. Constructs with the luciferase reporter gene driven by deleted or site-specific mutated forms of the HCMV DNA polymerase (UL54) promoter demonstrated that the inverted repeat element 1 (IR-1), located between −54 and −43 relative to the transcription start site, is the target of IFI16 suppression. Indeed, electrophoretic mobility shift assays and chromatin immunoprecipitation demonstrated that suppression of the UL54 promoter is mediated by IFI16-induced blocking of Sp1-like factors. Consistent with these results, deletion of the putative Sp1 responsive element from the HCMV UL44 promoter also relieved IFI16 suppression. Together, these data implicate IFI16 as a novel restriction factor against HCMV replication and provide new insight into the physiological functions of the IFN-inducible gene IFI16 as a viral restriction factor

Unobtrusive Measurement of Self-Regulated Learning: A Clickstream-Based Multi-dimensional Scale

Self-regulated learning has seen a large increase in research interest due to its importance for online learning of higher education students. Several ways to measure self-regulated learning have been suggested. However, most measurements are either obtrusive, necessitating time and effort from students and potentially influencing the learning process, or only partially portable across courses. In the current study, we develop clickstream-based scales of four self-regulated learning phases that we show are portable across courses. The final scales are based on the COPES model and include two strong and reliable dimensions, enactment and adaptation, one dimension that performs reasonably, task definition, and a weaker one, goal-setting. By considering portability as the main criterion in the scale construction process, we ensured reliable transfer to both similar and dissimilar courses. When considering convergent validity, the created scale has higher bivariate and partial correlations with final student grades than the often-used self-reported MSLQ SRL scale. We discuss limitations and future research to improve the scale further and facilitate adoption